Competências de carreira e competências socioemocionais em alunos do 1o ano do Ensino Médio
Bibliographic Data
| ID | 5775045 |
|---|---|
| Authors | Aliene Lago (corresponding author) |
| Year | 2020 |
| Publication date | 2020-01-08 |
| Open Access | Yes |
| Type | THESIS |
| Publisher | Universidade de São Paulo. Agência de Bibliotecas e Coleções Digitais (PUBLISHER) |
| DOI | 10.11606/d.59.2020.tde-26112019-214946 |
| OpenAlex | W3011524834 |
| Language | PT |
| References cited | 6 |
Information technologies and the intensification of the globalization process have contributed to the social and economic transformations in the world of work since the end of the last century.Currently, as opposed to the previous period, the person is completely responsible for building his or her career, which happens throughout his life cycle.Now, there are new occupational options available, but more unstable, unpredictable and flexible.How to help the individual dynamically build his or her career in a changing world?Thinking about the importance of school to help individuals in an integral way and on the worrying statistics about school dropout and repetition, Career and Professional Guidance can be considered as an instrument that facilitates the approximation of schooling to the social demands of the contemporary world.Inserted in this area, Career Education stands out as an intervention model focused on the school environment and that contributes to the demands in the area of education.Taking into account adolescence, a critical period of many changes and questions, High School is the relevant stage for the development of skills to deal with all changes in the world of work.In the educational environment, students need to be encouraged to develop skills beyond those demanded by jobs, like career and socio-emotional skills.Both approach and contribute to the improvement of the individual teaching process and the preparation to deal with the changes in personal and professional life resulting from the challenges of the 21st century.Career skills comprise knowledge, competencies and attitudes related to the choice of profession, the job market and professional development.Socioemotional skills are the competencies to understand emotions and set goals.From this, this study aims to perform a survey, description, analysis and correlation of career and social-emotional competences in 94 students, both sexes, aged 14 to 17 years, the first year of high school, a school public in Ribeirão Preto (SP).In addition to this, this study also aimed to find possible career development demands of the participants, indicating focus for future interventions and to investigate the possible correlation between career competences and socioemotional skills.Career Education Questionnaire (CEQ) was used to evaluate career competencies and the Inventory Assessing Social and Emotional Skills (SENNA 1) to assess socio-emotional competencies.Normality tests, descriptive analyzes, comparative analyzes and the correlation test were performed.The data were analyzed and discussed according to the theoretical and methodological references of the instruments used, being the CEQ, through the Theory of the Development of the Career Throughout the Life, and the SENNA, using the Big Five model.The CEQ results indicate that the more the work makes sense for the student, the more he or she is curious and willing to take steps toward the professional goal.SENNA's results show the importance of Responsibility competence and its relation with skills: Collaboration, Curiosity and Self-control.Considering the correlations between the results of the CEQ and the SENNA, the highlight was Curiosity, positively associated to the Sense and Importance of Work, Steps Made, Considered Aspects, Preferred Profession, Employment Research and Conservation, Professional Maturity and Collaboration and Responsibility.In this way, this research contributes to the production of the knowledge about the career and socioemotional competences in adolescents of High School.In addition, it helps to promote guidelines and clues for interventions with young people in the educational context
Art · Humanities · Mathematics education · Education Pedagogy and Practices · Occupational Health and Burnout · Psychology · Science and Education Research
| Highly cited | No |
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