Made available in DSpace on 2014-12-17T15:37:22Z (GMT). No. of bitstreams: 1 MoniqueBPL.pdf: 616559 bytes, checksum: 2c3ef526c0bb02c0a2bd0ef9c391412d (MD5) Previous issue date: 2006-10-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Among a variety of learning conceptions, David Kolb?s Experiential Learning Theory proposes four different learning styles: diverging, characterized by orientation towards people and multi-perspective vision; assimilating, concerned with ideas and abstract concepts as well as theory formulation; converging, expert in dealing with technical tasks and problem solving; and accommodating, risk taker and good at getting things done. Interesting correlations have been pointed out between Kolb s learning styles, professional careers and genders. With respect to behaviors, specific cognitive skills and interests, sex differences are widely known, and explained by Evolutionary Psychology as the result of distinct selective pressures acting on each gender. The aim of this research was to assess adolescents learning styles and their relation with interests on school and career choices, analyzing possible gender differences. We distributed questionnaires to 221 senior high school students to research their preferences for school disciplines, professional activities and career choices. The Learning Style Inventory specified the learning style of each individual. Our results showed a high frequency of reflective styles, with predominance of females as diverging and males as assimilating. Concerning school and professional interests, there were correlations between styles oriented towards the abstract and technical interests. Moreover, females preferred disciplines related to languages and interpersonal activities while males preferred disciplines related to science and technical activities. There were more males in exact science and engineering careers, and more females in social science and applied social science. Correlations found between learning styles, school and professional interests corroborate Kolb?s propositions, and the findings about gender differences are supported by Evolutionary Psychology theories / Dentre v?rias concep??es de aprendizagem, a Teoria da Aprendizagem Experiencial de David Kolb prop?e quatro diferentes estilos de aprendizagem: divergente, caracterizado pela orienta??o para pessoas e vis?o por distintas perspectivas; assimilador, ligado a id?ias e conceitos abstratos e ? constru??o de teorias; convergente, ex?mio em lidar com quest?es t?cnicas e resolver problemas; e acomodador, bom em operacionalizar planos e assumir riscos. Interessantes correla??es t?m sido apontadas entre os estilos propostos por Kolb, carreiras profissionais e g?nero. Tamb?m s?o amplamente conhecidas as diferen?as sexuais em comportamentos, habilidades cognitivas espec?ficas e interesses, tendo a psicologia evolucionista proposto que estas s?o decorrentes de distintas press?es seletivas que atuaram sobre cada g?nero. O objetivo deste trabalho foi investigar estilos de aprendizagem em adolescentes e suas correla??es com os interesses escolares, profissionais e suas escolhas profissionais, analisando tamb?m tais vari?veis em fun??o do g?nero. Foram pesquisados 221 estudantes do 3? ano do ensino m?dio (rede p?blica e privada), sendo investigados, por meio de question?rios, os interesses por disciplinas escolares, atividades profissionais e a escolha profissional ao fim do ano. O Invent?rio de Estilo de Aprendizagem indicou estilo de aprendizagem do indiv?duo. Resultados apontaram uma concentra??o dos adolescentes entre os estilos voltados para a reflex?o, e predomin?ncia do sexo feminino no estilo divergente e do masculino no estilo assimilador. Nos interesses escolares e profissionais da amostra, houve correla??es entre estilos ligados ao campo abstrato, disciplinas exatas e atividades t?cnicas. Os sujeitos do sexo feminino preferiram as disciplinas de l?nguas e atividades com pessoas do que os do sexo masculino, que preferiram as disciplinas exatas e atividades t?cnicas. Nos cursos das ?reas exatas e engenharias houve mais inscritos do sexo masculino e nos cursos das ci?ncias humanas e sociais aplicadas mais do sexo feminino. As correla??es encontradas entre estilos e interesses escolares e profissionais corroboraram as proposi??es de Kolb e as associa??es destas vari?veis com g?nero s?o apoiadas pela psicologia evolucionista

Diante das velozes transformações no mundo do trabalho em um contexto de instabilidade e incertezas na carreira, tornam-se imperativas iniciativas de políticas que despertem nos indivíduos a capacidade de gerenciar o seu próprio desenvolvimento profissional. Nesse contexto, estratégias de Educação para a Carreira podem colaborar no desenvolvimento de carreira dos indivíduos ao longo da vida. Visando levantar pistas para esse tipo de intervenção, o presente trabalho objetivou analisar interesses profissionais e maturidade vocacional de estudantes do ensino médio regular e técnico, em função da procedência escolar, sexo e nível socioeconômico familiar. Investigaram-se também as principais necessidades de Educação para a Carreira desses alunos e possíveis relações entre o Teste de Fotos de Profissões (BBT-Br) e o Questionário de Educação para a Carreira (QEC). Participaram da pesquisa 220 adolescentes, entre 16 e 20 anos, sendo 147 do sexo feminino e 73 do sexo masculino, provenientes do último ano de duas escolas públicas de ensino médio, uma regular e outra técnica, de uma cidade do interior do estado de São Paulo. Os instrumentos, a saber, o BBT-Br, o QEC, o questionário de identificação e o Critério de Classificação Econômica Brasil (CCEB) foram aplicados coletivamente em sala de aula. Os dados foram inseridos em bancos de dados e submetidos a testes de estatística descritiva e inferencial (t de student). Com relação à maturidade vocacional, não foram encontradas diferenças significativas em função do sexo, procedência escolar e nível socioeconômico. Em relação às necessidades de Educação para a Carreira, verificou-se que os alunos pareceram necessitar de mais informações sobre mercado de trabalho e algumas questões de pesquisa e conservação de emprego. As principais fontes de informação profissional são os pais e a internet. Discutiu-se a necessidade de incluir os pais nos programas de Educação para a Carreira e de desenvolver ferramentas na internet que forneçam informações profissionais relevantes. Outras fontes de informação profissional são menos utilizadas e futuras intervenções devem incentivar a busca por fontes mais variadas. Dentre as atividades que podem auxiliar no desenvolvimento de carreira, os resultados indicam que têm sido pouco exploradas. Com relação aos interesses profissionais, foram encontradas diferenças entre homens e mulheres que evidenciam questões de estereótipos de gênero. Entre as mulheres houve diferenças significativas nos índices de produtividade entre as alunas do ensino médio regular e do ensino técnico e a principal diferença foi a preferência dessas últimas pelo radical V possivelmente relacionada à escolha pela formação em carreira técnica. Para o sexo masculino também houve diferença no radical V na estrutura primária negativa e nos radicais W e Z com médias maiores entre os alunos do ensino médio regular. Não houve diferenças significativas dos interesses em função do nível socioeconômico. Foram encontradas relações entre os índices de produtividade do BBT-Br e o nível de maturidade. Alunos com maior maturidade realizaram mais escolhas positivas e menos escolhas negativas e neutras, denotando que o nível de maturidade influencia no processo de escolha do BBT-Br. Por fim, são sugeridas algumas pistas para auxiliar em intervenções em Educação para a Carreira. / Given the fast changes in the world of work in a context of instability and uncertainty in career, it becomes mandatory policy that initiatives stimulate individuals in their ability to manage their own professional development. In this context, strategies for Career Education can collaborate with career development of individuals throughout life. Aiming to discover clues to this type of intervention, the current study is focused on analysing professional interests and career maturity of students in regular secondary and technical education, in relation to their school of origin, sex and family socioeconomic status. Investigations were also carried out in regards to the main students needs of Career Education and possible relationships between Berufsbilder Test (BBT-Br/ Teste de Fotos de Profissões) and the Career Education Questionnaire (QEC/ Questionário de Educação para a Carreira). Participated in the survey 220 adolescents between the ages of 16 and 20, 147 females and 73 males, selected last year from two public high schools, one regular and another technical, based in a city in the state of São Paulo. The instruments, BBT-Br, QEC, the identification questionnaire and Brazil Economic Classification Criterion (CCEB/ Critério de Classificação Econômica Brasil) were applied collectively in the classroom. The data were entered into databases and subjected to descriptive and inferential statistics tests (t -student). With regard to vocational maturity, no significant differences by gender, socioeconomic status or school origin were found. To the needs of Career Education, it was found that students seemed to demand more information about the labor market, research issues and pursuing employment. The main sources of professional information are from parents and the internet. Therefore, the need to include parents in Career Education programs and to develop tools on the internet that provide relevant professional information was discussed. Other sources of professional information were less used and future interventions should encourage the search for more varied sources. The results indicated the activities that can assist in career development have been little explored. With respect to professional interests, differences between men and women are related to gender stereotypes. Among women there were significant differences in productivity levels between the students of the regular high school and technical education and the main difference was the preference of the technical students for the radical V, possibly related to their choice for technical careers. For males, there was also a difference in the radical V in the negative primary structure and the W and Z radicals with higher averages among students from the regular high school. There were no significant differences of interests depending on socioeconomic status. A relation between productivity ratios BBT-Br and maturity level were also found. Students with greater maturity choices made more positive choices rather than negative or neutral choices, indicating that the level of maturity has influences on the choice of the BBT -Br process. Finally, some evidences are discovered to assist in future interventions for Career Education.

Выпускная квалификационная работа состоит из введения, двух глав, заключения, списка литературы (74 источников) и приложения, включающего в себя бланки методик. Объем магистерской диссертации составляет 124 страницы, на которых размещены 2 рисунка и 13 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методы и методики исследования, научная новизна, значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы, освещающей понимание конструктов: «личность», «профессиональное самоопределение» и их взаимосвязь. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание выборки, организации исследования, методов и методик проведенного исследования. Также представлены результаты описательной статистики полученных данных, корреляционный анализ, сравнительный анализ контрастных групп и групп юношей и девушек. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. Исследование показало, что среди личностных качеств, определяемых личностным опросником Кеттела, сокращённым и переработанным Л.А. Ясюковой есть те, которые связаны с профессиональными предпочтениями, выделенными Дж. Холландом и сферами интересов, представленными в методике «Профиль» Г.В. Резапкиной. При этом, исследование выявило парадоксальные результаты, свидетельствующие о сложности психологического конструкта профессионального самоопределения. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The final qualification work consists of an introduction, two chapters, a conclusion, a list of references (74 sources) and an appendix, which includes forms of methods. The volume of the master's thesis is 124 pages, which contain 2 figures and 13 tables. In the introduction reveals the relevance of the research problem, study problem, put the purpose and objectives of the study, determined the object and subject of research, formulate hypotheses, specifies the methods and techniques of research, scientific novelty, significance of the work. The first chapter includes a review of foreign and domestic literature covering the understanding of the constructs: "personality", "professional self-determination" and their relationship. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It provides a description of the sample, the organization of the study, and the methods and techniques of the study. The results of descriptive statistics of the obtained data, correlation analysis, comparative analysis of contrasting groups and groups of boys and girls are also presented. The conclusions of chapter 2 include the main results of the empirical study. The study showed that among personality traits determined by personality questionnaire Cattell, shortened and redesigned the L. A. Yazykovoi there are those that are related to professional preferences, selected George. Holland and areas of interest represented in the method "Profile" G. V. Resorcinol. At the same time, the study revealed paradoxical results that indicate the complexity of the psychological construct of professional self-determination. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized, the practical significance of the study is justified and possible prospects for further development of this problem are described.