Quando eu crescer : um olhar através do tempo para a influência das experiências escolares na carreira de jovens adultos ingressantes na educação superior

• Ano de defesa: 2021
• Autor(a) principal: Vieira, Renata Gastal
• Orientador(a): Santos, Andréia Mendes dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Identidade; Carreira; Educação para a Carreira; Ensino Superior; Projeto de Vida e Identidade Profissional
• Palavras-chave em Inglês: Identity; Career; Career Education; Higher Education; Life Project and Professional Identity
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/9730

At the end of high school, many young Brazilians go through the process of choosing their professions and their undergraduate courses. This choice represents a great identity mark, as it is one of the individual's first authorial choices, since it happens at the end of the schoolar path. This research aimed to investigate the influence of schoolar experiences on the career choices of students entering Higher Education. From the discussion of the concepts of identity and its formation, as well as the understanding of the career as a dynamic construction that occurs throughout life, this study proposes a discussion among the role of the school and it’s experiences in this process.It sought to investigate the marks and school memories that relate to the life and career project of young adults and what are the points of divergence and convergence of this process among the participants. In the course of the research, of a qualitative and exploratory nature, interviews were conducted that were transcribed and submitted to Content Analysis Procedures (BARDIN, 2016). The results found suggest that the school is seen as a fundamental space and time for the construction of individuals' careers, even though it does not act directly and systematically in this context. In addition, teachers were cited as important identification figures and the school period was conceived as a phase of experimentation necessary for the development of a consistent and autonomous life project. Young people, accompanied by a feeling of helplessness and uncertainty, make their professional choice based on social aspects such as recognition of the profession, family expectations and their skills, often related to the concept they formulate of success.