Contributions perceived by students about the curriculum stage in the constitution of professional identity
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Journal of Physical Education (Maringá) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/47577 |
Resumo: | The purpose of this study was analyze the contribution perceived by the students about the curricular stage in the constitution of the professional identity from the dimensions of the professional representations. The sample was composed of 140 students of the last year of Physical Education baccalaureate of three institutions of superior education of Maringá-PR.. For the data collection, a sociodemographic questionnaire was used and the questionnaire " Assessment scale of the constitution of the professional identity of the bachelor in physical education" (EAECP). The Kruskal-Wallis test and Friedman's test with Dunn's multiple comparison post hoc were used to compare the areas of professional representation in relation to the higher education institution. The Mann-Whitnney "U" test was used to evaluate the difference in the scope of professional representation in relation to sociodemographic variables. The results showed that in the view of the students the curricular internship contributes to the understanding of aspects related to the professional exercise in their knowledge and possibilities of intervention, but lacks pedagogical treatment that fosters professional autonomy. It is concluded that the actions of socialization provided by the curricular internship, together with the time of dedication and previous experiences contribute to the constitution of the professional identity. |
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Contributions perceived by students about the curriculum stage in the constitution of professional identityContribuições percebidas pelos estudantes sobre o estágio curricular na constituição da identidade profissionalphysical educationbachelor´ s degreeprofessional identityprofessional representationeducação físicabachareladoidentidade profissionalrepresentação profissionalThe purpose of this study was analyze the contribution perceived by the students about the curricular stage in the constitution of the professional identity from the dimensions of the professional representations. The sample was composed of 140 students of the last year of Physical Education baccalaureate of three institutions of superior education of Maringá-PR.. For the data collection, a sociodemographic questionnaire was used and the questionnaire " Assessment scale of the constitution of the professional identity of the bachelor in physical education" (EAECP). The Kruskal-Wallis test and Friedman's test with Dunn's multiple comparison post hoc were used to compare the areas of professional representation in relation to the higher education institution. The Mann-Whitnney "U" test was used to evaluate the difference in the scope of professional representation in relation to sociodemographic variables. The results showed that in the view of the students the curricular internship contributes to the understanding of aspects related to the professional exercise in their knowledge and possibilities of intervention, but lacks pedagogical treatment that fosters professional autonomy. It is concluded that the actions of socialization provided by the curricular internship, together with the time of dedication and previous experiences contribute to the constitution of the professional identity.O objetivo desse estudo foi analisar a contribuição percebida pelos estudantes acerca do estágio curricular na constituição da identidade profissional a partir de dimensões da representações profissionais. A amostra foi composta por 140 estudantes do último ano de Educação Física bacharelado de três instituições de ensino superior de Maringá (Paraná). Para a coleta de dados utilizou-se um questionário sociodemográfico e o questionário “Escala de avaliação da constituição da identidade profissional do bacharel em educação física” (EAECP). Para comparação dos âmbitos da representação profissional em relação a instituição de ensino superior utilizou-se o teste de Kruskal-Wallis e de Friedman com post hoc de comparação múltipla de Dunn. Já a avaliação da diferença dos âmbitos da representação profissional em relação as variáveis sociodemográficas adotou o teste “U” de Mann-Whitnney. Os resultados evidenciaram que na visão dos estudantes o estágio curricular contribui para a compreensão de aspectos relacionados ao exercício profissional em seus saberes e possibilidades de intervenção, mas carece de um trato pedagógico que fomente a autonomia profissional. Conclui-se que as ações de socialização proporcionadas pelo estágio curricular, juntamente com o tempo de dedicação e experiências prévias contribuem para a constituição da identidade profissional.Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil2020-07-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/4757710.4025/jphyseduc.v31i1.3162Journal of Physical Education; Vol 31 No 1 (2020); e-3162Journal of Physical Education; Vol. 31 Núm. 1 (2020); e-3162Journal of Physical Education; v. 31 n. 1 (2020); e-31622448-2455reponame:Journal of Physical Education (Maringá)instname:Universidade Estadual de Maringá (UEM)instacron:UEMengporhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/47577/751375150413https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/47577/751375150414Copyright (c) 2020 Journal of Physical Educationhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessAnversa, Ana Luiza BarbosaSouza, Vania de Fátima Matias deBoth, JorgeOliveira, Amauri Aparecido Bássoli de2021-05-18T18:29:19Zoai:periodicos.uem.br/ojs:article/47577Revistahttp://periodicos.uem.br/ojs/index.php/RevEducFis/indexPUBhttps://old.scielo.br/oai/scielo-oai.php||revdef@uem.br2448-24552448-2455opendoar:2021-05-18T18:29:19Journal of Physical Education (Maringá) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Contributions perceived by students about the curriculum stage in the constitution of professional identity Contribuições percebidas pelos estudantes sobre o estágio curricular na constituição da identidade profissional |
title |
Contributions perceived by students about the curriculum stage in the constitution of professional identity |
spellingShingle |
Contributions perceived by students about the curriculum stage in the constitution of professional identity Anversa, Ana Luiza Barbosa physical education bachelor´ s degree professional identity professional representation educação física bacharelado identidade profissional representação profissional |
title_short |
Contributions perceived by students about the curriculum stage in the constitution of professional identity |
title_full |
Contributions perceived by students about the curriculum stage in the constitution of professional identity |
title_fullStr |
Contributions perceived by students about the curriculum stage in the constitution of professional identity |
title_full_unstemmed |
Contributions perceived by students about the curriculum stage in the constitution of professional identity |
title_sort |
Contributions perceived by students about the curriculum stage in the constitution of professional identity |
author |
Anversa, Ana Luiza Barbosa |
author_facet |
Anversa, Ana Luiza Barbosa Souza, Vania de Fátima Matias de Both, Jorge Oliveira, Amauri Aparecido Bássoli de |
author_role |
author |
author2 |
Souza, Vania de Fátima Matias de Both, Jorge Oliveira, Amauri Aparecido Bássoli de |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Anversa, Ana Luiza Barbosa Souza, Vania de Fátima Matias de Both, Jorge Oliveira, Amauri Aparecido Bássoli de |
dc.subject.por.fl_str_mv |
physical education bachelor´ s degree professional identity professional representation educação física bacharelado identidade profissional representação profissional |
topic |
physical education bachelor´ s degree professional identity professional representation educação física bacharelado identidade profissional representação profissional |
description |
The purpose of this study was analyze the contribution perceived by the students about the curricular stage in the constitution of the professional identity from the dimensions of the professional representations. The sample was composed of 140 students of the last year of Physical Education baccalaureate of three institutions of superior education of Maringá-PR.. For the data collection, a sociodemographic questionnaire was used and the questionnaire " Assessment scale of the constitution of the professional identity of the bachelor in physical education" (EAECP). The Kruskal-Wallis test and Friedman's test with Dunn's multiple comparison post hoc were used to compare the areas of professional representation in relation to the higher education institution. The Mann-Whitnney "U" test was used to evaluate the difference in the scope of professional representation in relation to sociodemographic variables. The results showed that in the view of the students the curricular internship contributes to the understanding of aspects related to the professional exercise in their knowledge and possibilities of intervention, but lacks pedagogical treatment that fosters professional autonomy. It is concluded that the actions of socialization provided by the curricular internship, together with the time of dedication and previous experiences contribute to the constitution of the professional identity. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/47577 10.4025/jphyseduc.v31i1.3162 |
url |
https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/47577 |
identifier_str_mv |
10.4025/jphyseduc.v31i1.3162 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/47577/751375150413 https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/47577/751375150414 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Journal of Physical Education https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Journal of Physical Education https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil |
publisher.none.fl_str_mv |
Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil |
dc.source.none.fl_str_mv |
Journal of Physical Education; Vol 31 No 1 (2020); e-3162 Journal of Physical Education; Vol. 31 Núm. 1 (2020); e-3162 Journal of Physical Education; v. 31 n. 1 (2020); e-3162 2448-2455 reponame:Journal of Physical Education (Maringá) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Journal of Physical Education (Maringá) |
collection |
Journal of Physical Education (Maringá) |
repository.name.fl_str_mv |
Journal of Physical Education (Maringá) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
||revdef@uem.br |
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1754732546070937600 |