Based on the conceptual argument that the European apprenticeship might explain cross-national variability in adolescent adjustment, the current investigation tested the relationships between mentoring experiences, namely joint activities with mentors as well as perceived mentoring behaviors by unrelated adults in the work setting, and measures of both psychosocial competencies (job skills, self esteem, and well-being) and measures of adjustment (alcohol use, drug use, and deviance). Data were collected from n = 2735 Swiss apprentices and n = 368 U.S. part-time employees who attended high school. Findings provide evidence that perceived mentoring behaviors by unrelated adults in the work setting in both developmental contexts were associated with both psychosocial competencies and adjustment indicators. Contrary to the idea that the European apprenticeship may provide a unique "protective" developmental experience for youth in comparison with U.S. adolescents who work part-time, adolescents in both contexts benefited equally from good mentoring experiences.

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Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-03-20T13:03:55Z No. of bitstreams: 2 Dissertação - Glaucia Maria Morais França Avelar - 2017.pdf: 3172258 bytes, checksum: f83860be897e1d90a8863ac58c57269a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-03-21T11:37:31Z (GMT) No. of bitstreams: 2 Dissertação - Glaucia Maria Morais França Avelar - 2017.pdf: 3172258 bytes, checksum: f83860be897e1d90a8863ac58c57269a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-21T11:37:31Z (GMT). No. of bitstreams: 2 Dissertação - Glaucia Maria Morais França Avelar - 2017.pdf: 3172258 bytes, checksum: f83860be897e1d90a8863ac58c57269a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-11-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The research investigated the process of construction of the Pedagogical Political Proposals (PPPs) of the Adolescents, Youth and Adults Education (AYAE) of the Municipal Secretary of Education (MSE) of Goiânia, from 1993 to 2016, to discuss how they were constituted the PPPs and what advances and setbacks are present in their process of systematization, still seeking to inquire about the existence of internal contradictions between them. In order to recover this process of constitution of the PPPs it was opted for research with qualitative approach of eminently bibliographical and documentary character. The documentary sources were obtained from the Municipal Secretary of Education of Goiânia, the Municipal Council of Education (MCE) of Goiânia and the collections of the Research Center Living Memory: Documentation and Reference in Youth and Adults Education (YAE), Popular Education and Social Movements of the Region Midwest. Starting from the premise that the PPPs are destined to a public made up of workers, it was tried to lift the origin of the demand for the Youth and Adults Education in Goiânia and to identify how the attendance to this public took place in the period previous to the PPPs. For this purpose, the present study went back to the construction of Goiânia and to the origins of MSE. In order to follow this path, the theoretical contribution adopted was composed by regional authors who studied the history of Goiânia and the history of MSE, such as Borges (2000), Chaul (1999), Estevam (1997), Estevam and Campos Júnior (2012), Palacín (2001), Bittar (1993), Clímaco (1991) and Dourado (1990). In order to better understand the trajectory of the AYAE in MSE, besides the PPPs and documents elaborated by MSE and documents produced by MCE, the research appealed to Café (1996), Calixto (2004), Costa (2008), Gomes (2006), Machado (1997, 2004), Nunes (2016) and Rodrigues (2000, 2004, 2011), among others. The investigation revealed the preparation of three versions and the re-elaboration of two others, totaling five PPPs systematized over the 23 years that make up the observed period. The recovery of the process of elaboration of these PPPs showed that, in spite of some observed differences, they reflect a process of continuity of the service policy carried out by MSE, constituting a movement of resistance in relation to the discontinuity, at national level, of the policies of YAE. From the observation of the records brought by the PPPs, the study also revealed that the movement made by the Municipal Education Network from 1993 based on principles and conceptions that are in line with a liberating popular education, evidencing an effort by this network to build an education in favor of the working class. / A pesquisa investigou o processo de construção das Propostas Político Pedagógicas (PPPs) da Educação de Adolescentes, Jovens e Adultos (EAJA) da Secretaria Municipal de Educação (SME) de Goiânia, no período de 1993 a 2016, com vistas a discutir como foram constituídas as PPPs e quais os avanços e retrocessos presentes em seu processo de sistematização, buscando ainda inquirir sobre a existência de contradições internas entre si. Para recuperar este processo de constituição das PPPs optou-se por pesquisa com abordagem qualitativa de caráter eminentemente bibliográfico e documental. As fontes documentais foram obtidas junto à Secretaria Municipal de Educação de Goiânia, ao Conselho Municipal de Educação (CME) de Goiânia e aos acervos da Pesquisa Centro Memória Viva: Documentação e Referência em Educação de Jovens e Adultos (EJA), Educação Popular e Movimentos Sociais da Região Centro Oeste. Partindo da premissa de que as PPPs destinam-se a um público constituído por trabalhadores, buscou-se levantar a origem da demanda para a Educação de Jovens e Adultos em Goiânia e identificar como ocorreu o atendimento a este público no período anterior às PPPs. Com esse intuito, o presente estudo retrocedeu à construção de Goiânia e às origens da SME. Para percorrer este caminho o aporte teórico adotado foi constituído por autores regionais que estudaram a história de Goiânia e a história da SME, a exemplo de Borges (2000), Chaul (1999), Estevam (1997), Estevam e Campos Júnior (2012), Palacín (2001), Bittar (1993), Clímaco (1991) e Dourado (1990). Para melhor compreensão da trajetória da EAJA na SME, além das PPPs e documentos elaborados pela SME e de documentos produzidos pelo CME, a pesquisa recorreu a Café (1996), Calixto (2004), Costa (2008), Gomes (2006), Machado (1997, 2004), Nunes (2016) e Rodrigues (2000, 2004, 2011), dentre outros. A investigação revelou a elaboração de três versões e a reelaboração de outras duas, totalizando cinco PPPs sistematizadas ao longo dos 23 anos que compõem o período observado. A recuperação do processo de elaboração destas PPPs evidenciou que, a despeito de algumas diferenças observadas, elas refletem um processo de continuidade da política de atendimento realizada pela SME, constituindo-se num movimento de resistência em relação à descontinuidade, em âmbito nacional, das políticas públicas de EJA. A partir da observação dos registros trazidos pelas PPPs, o estudo revelou ainda que o movimento feito pela Rede Municipal de Ensino a partir de 1993 tomou por base princípios e concepções que coadunam com uma educação popular libertadora, evidenciando um esforço desta rede no sentido de construir uma educação a favor da classe trabalhadora.