O processo de construção do bem-estar e a qualidade de vida durante a formação em educação física e suas perspectivas de futuro à luz da psicologia positiva

• Autor(a) principal: Baez, Marcio Alessandro Cossio
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/6346
• topic: EDUCAÇÃO FÍSICA - ESTUDO E ENSINO; PROFESSORES - FORMAÇÃO PROFISSIONAL; PSICOLOGIA POSITIVA; CIENCIAS HUMANAS::EDUCACAO

This quantitative and qualitative study, survey, cross-cutting, sought to study the process of student training and teaching, in which students in Physical Education, Federal University of Pampa in Uruguaiana-BR, asked about structure of the university, ways to overcome the challenges inherent in their initial training, building your well-being, their quality of life and its subsequent flowering, with foundations in Positive Psychology. Objective was to investigate the personal experiences and undergraduate professionals in physical education and the transition to the world of work, analyzing data and reports on aspects of the student's welfare becomes teaching, quality of life, positive affect and negative and self-image and self-esteem during this training process. First, 100 scholars over four semesters answered instruments that assessed initial motivation and pedagogical support, educational training model, professional results, support for the stage, self-image and self-esteem, positive and negative affects (at Panas), the assessment of good subjective-being, quality of life (at Whoqol-BREF). In the second phase, the total interviewed 14 academics who responded to questions about their training and building strategies for the construction of well-being. Later more were interviewed four former students, recent graduates, about the experiences after their training and insertion in the labor market.The quantitative data the following results were obtained: Initial Assessment of Motivation and Educational Support, overall average of 26.16 points (SD = 5.36); in Education Model showed up an appreciation of this process, averaging 58.85 points (SD = 7.73); Professional results indicated a positive outlook on the future career, averaging 29.28 points (SD = 3.65); Support on the stage of academic physical education the results were 49.69 points (SD = 8.75); Self Concept and Self-esteem in the students of Physical Education in their average training process was 178.05 points (SD = 21.48); the Positive and Negative Affect using Panas Instrument, general averages stood at 36.13 (SD = 5.09) for positive affect and 23.50 (SD = 6.60) for negative affects; the evaluation Subjective Well-Being Positive Affect the average was 3.62 (SD = 0.60), followed by satisfaction with life, an average of 3.00 (SD = 0.31) and the Negative Affect 2.11 (SD = 0, 62). Overall score the mean was 2.91 (SD = 0.25); with regard to the overall quality of life, the overall average (or Quality of Life General score) is 4.04 points (SD = 0.61) (equivalent to 80.8% of the range positivity); as regards the General Satisfaction with the average life was 3.84 (SD = 0.84), representing 76.8% of positive; in the middle of the domains of WHOQOL-Bref: the domains that showed positive values were the social, average of 71.66 (SD = 17.10), and the physical, average of 71.31 (SD = 14.79) then the psychological, averaging 69.11 SD = (14,20), but the environment related domain registered an average of 60.95 (SD = 14.23), showing a distorted perception, which can be related to Course structure conditions is still being structured and demanding conditions which are no ideal for the realization of practical activities.It was identified that the best independent predictors of Wellness Positive are the variables satisfaction with the perceived life, the instrument of Albuquerque and Trocolli (2004), (OR = 113.087, p <0.001), Panas negative (OR = 1, 2.18; p <0.001), Social Relations domain of WHOQOL-Bref (OR = 1.050; p = 0.009), Panas positive (OR = 1.186; p <0.006) and the variable men (OR = 0.312; p = 0.041 ). The qualitative data it became clear that, for the formation of student identity, report that it takes as a reality that evolves and develops constantly, both personally and collectively, is not something I ever have but something that develops during life. The identity development takes place in the subjective ground and is characterized as an evolutionary process, interpretation of himself as a person, in the context studied. As the construction of well-being in physical education is linked both to the existence of personal characteristics such as external contextual conditions and, accordingly, it is hoped that the ideas presented here may provide insight to who think training in more coherent perspective with the needs of teachers and of contemporary society. For recent graduates the insertion process in a working world offers a number of challenges and obstacles that these young professionals have to make choices and seek ways to overcome the challenges of integration, stressing that the stages, for the vast majority of newly qualified teachers are extremely important to recognize, as professionals, and the time to live and behave as a teacher, positively motivating the student to practice, proving to be excellent tool to help build the teaching career mode positive.