Critical Factors that Contributed to the Successful Completion of Students’ Education Path in Youth and Adult Education Integrated to Secondary Level Vocational Education in Brazil

Detalhes bibliográficos
Autor(a) principal: Silva, Janaina Marques
Data de Publicação: 2024
Outros Autores: Alcoforado, Joaquim Luís Medeiros, Santos, Simone Valdete dos, Gasse, Stéphanie, Noro, Margarete Maria Chiapinotto
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.25749/sis.30661
Resumo: This article presents the results of an empirical study whose aim was to identify critical factors that contributed to the successful completion of the educational trajectories of a group of former students of a Brazilian secondary level course integrating Youth and Adult Education with Vocational Education. Content analysis was applied to the data obtained through semi-directive interviews with ten former students. We explored the notion of positioning, as a social phenomenon that circumscribes the position that an individual or group occupies in a given social system (Bernstein, 1996) in line with the socio-affective and cognitive dispositions related to the processes of pleasure/displeasure present in the school context and with the representations and conceptions of the content, respectively (Bourgeois, 1999). The results point to higher positioning in hierarchical structures circumscribed by schooling, learning, knowledge, socio-cognitive relations, and professional outlook, which are correlated with the development of socio-affective and cognitive dispositions in the dimensions of motivations, aspirations, appropriate values and curricular characteristics, namely collaborative learning, and teaching methodology.
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spelling Critical Factors that Contributed to the Successful Completion of Students’ Education Path in Youth and Adult Education Integrated to Secondary Level Vocational Education in BrazilFactores Críticos que Contribuyeron al Éxito en la Finalización de la Ruta de Formación de los Estudiantes em la Educación de Jóvenes y Adultos Integrada a la Formación Profesional en BrasilFatores Críticos que Contribuíram para o Sucesso na Conclusão do Percurso Formativo de Estudantes da Educação de Jovens e Adultos Integrada à Formação Profissional no BrasilArticlesThis article presents the results of an empirical study whose aim was to identify critical factors that contributed to the successful completion of the educational trajectories of a group of former students of a Brazilian secondary level course integrating Youth and Adult Education with Vocational Education. Content analysis was applied to the data obtained through semi-directive interviews with ten former students. We explored the notion of positioning, as a social phenomenon that circumscribes the position that an individual or group occupies in a given social system (Bernstein, 1996) in line with the socio-affective and cognitive dispositions related to the processes of pleasure/displeasure present in the school context and with the representations and conceptions of the content, respectively (Bourgeois, 1999). The results point to higher positioning in hierarchical structures circumscribed by schooling, learning, knowledge, socio-cognitive relations, and professional outlook, which are correlated with the development of socio-affective and cognitive dispositions in the dimensions of motivations, aspirations, appropriate values and curricular characteristics, namely collaborative learning, and teaching methodology.Este artículo presenta los resultados de una investigación empírica cuyo objetivo fue identificar factores críticos que contribuyeron para la culminación exitosa de los itinerarios formativos de un grupo de graduados de Educación de Jóvenes y Adultos Integrada con la Formación Profesional en el nivel secundario brasileño. Se aplicó un análisis de contenido a los datos obtenidos a través de entrevistas semidirigidas a diez graduados. Exploramos la noción de posicionamiento, como fenómeno social que circunscribe la posición que ocupa un individuo o grupo en un sistema social determinado (Bernstein, 1996) en línea con las disposiciones socioafectivas y cognitivas relacionadas con los procesos de placer/displacer presentes en el contexto escolar y con las representaciones y concepciones de los contenidos, respectivamente (Bourgeois, 1999). Los resultados apuntan a la elevación del posicionamiento en estructuras jerárquicas circunscritas por la escolaridad, el aprendizaje, el conocimiento, las relaciones sociocognitivas y la perspectiva profesional, que se correlacionan con el desarrollo de disposiciones socioafectivas y cognitivas en las dimensiones motivaciones, aspiraciones, valores apropiados ​y características curriculares, concretamente aprendizaje colaborativo y metodología de enseñanza.Este artigo apresenta os resultados de uma pesquisa empírica cujo objetivo foi identificar fatores críticos que contribuíram  para o sucesso na conclusão dos percursos formativos de um grupo de egressos da Educação de Jovens e Adultos Integrada à Formação Profissional no nível secundário brasileiro. Foi aplicada a análise de conteúdo dos dados obtidos através de entrevistas semi-dirigidas com dez egressos. Exploramos a noção de posicionamento, enquanto fenômeno social que circunscreve a posição que um indivíduo ou grupo ocupa num dado sistema social (Bernstein, 1996) em consonância com as disposições socioafetivas e cognitivas relacionadas com os processos de prazer/desprazer presentes no contexto escolar e com as representações e conceções do conteúdo, respetivamente (Bourgeois, 1999). Os resultados apontam para a elevação do posicionamento em estruturas hierárquicas circunscritas pela escolaridade, aprendizagem, conhecimento, relações sociocognitivas e perspectiva profissional, as quais estão correlacionadas com o desenvolvimento de disposições socioafetivas e cognitivas nas dimensões  motivações, aspirações, valores adequados e características curriculares, nomeadamente aprendizagem colaborativas e metodologia de ensino.Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)2024-02-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25749/sis.30661eng2182-96402182-8474Silva, Janaina MarquesAlcoforado, Joaquim Luís MedeirosSantos, Simone Valdete dosGasse, StéphanieNoro, Margarete Maria Chiapinottoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-08T08:15:43Zoai:ojs.revistas.rcaap.pt:article/30661Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:13:56.108444Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Critical Factors that Contributed to the Successful Completion of Students’ Education Path in Youth and Adult Education Integrated to Secondary Level Vocational Education in Brazil
Factores Críticos que Contribuyeron al Éxito en la Finalización de la Ruta de Formación de los Estudiantes em la Educación de Jóvenes y Adultos Integrada a la Formación Profesional en Brasil
Fatores Críticos que Contribuíram para o Sucesso na Conclusão do Percurso Formativo de Estudantes da Educação de Jovens e Adultos Integrada à Formação Profissional no Brasil
title Critical Factors that Contributed to the Successful Completion of Students’ Education Path in Youth and Adult Education Integrated to Secondary Level Vocational Education in Brazil
spellingShingle Critical Factors that Contributed to the Successful Completion of Students’ Education Path in Youth and Adult Education Integrated to Secondary Level Vocational Education in Brazil
Silva, Janaina Marques
Articles
title_short Critical Factors that Contributed to the Successful Completion of Students’ Education Path in Youth and Adult Education Integrated to Secondary Level Vocational Education in Brazil
title_full Critical Factors that Contributed to the Successful Completion of Students’ Education Path in Youth and Adult Education Integrated to Secondary Level Vocational Education in Brazil
title_fullStr Critical Factors that Contributed to the Successful Completion of Students’ Education Path in Youth and Adult Education Integrated to Secondary Level Vocational Education in Brazil
title_full_unstemmed Critical Factors that Contributed to the Successful Completion of Students’ Education Path in Youth and Adult Education Integrated to Secondary Level Vocational Education in Brazil
title_sort Critical Factors that Contributed to the Successful Completion of Students’ Education Path in Youth and Adult Education Integrated to Secondary Level Vocational Education in Brazil
author Silva, Janaina Marques
author_facet Silva, Janaina Marques
Alcoforado, Joaquim Luís Medeiros
Santos, Simone Valdete dos
Gasse, Stéphanie
Noro, Margarete Maria Chiapinotto
author_role author
author2 Alcoforado, Joaquim Luís Medeiros
Santos, Simone Valdete dos
Gasse, Stéphanie
Noro, Margarete Maria Chiapinotto
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Silva, Janaina Marques
Alcoforado, Joaquim Luís Medeiros
Santos, Simone Valdete dos
Gasse, Stéphanie
Noro, Margarete Maria Chiapinotto
dc.subject.por.fl_str_mv Articles
topic Articles
description This article presents the results of an empirical study whose aim was to identify critical factors that contributed to the successful completion of the educational trajectories of a group of former students of a Brazilian secondary level course integrating Youth and Adult Education with Vocational Education. Content analysis was applied to the data obtained through semi-directive interviews with ten former students. We explored the notion of positioning, as a social phenomenon that circumscribes the position that an individual or group occupies in a given social system (Bernstein, 1996) in line with the socio-affective and cognitive dispositions related to the processes of pleasure/displeasure present in the school context and with the representations and conceptions of the content, respectively (Bourgeois, 1999). The results point to higher positioning in hierarchical structures circumscribed by schooling, learning, knowledge, socio-cognitive relations, and professional outlook, which are correlated with the development of socio-affective and cognitive dispositions in the dimensions of motivations, aspirations, appropriate values and curricular characteristics, namely collaborative learning, and teaching methodology.
publishDate 2024
dc.date.none.fl_str_mv 2024-02-29
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://doi.org/10.25749/sis.30661
url https://doi.org/10.25749/sis.30661
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2182-9640
2182-8474
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dc.publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
publisher.none.fl_str_mv Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)
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