A socialização acadêmica e o seu impacto na vida estudantil: como os estudantes do curso de pedagogia se relacionam?
The growing transformation of Higher Education in Brazil has concomitantly brought the interest and the relevance of knowing and understanding better about the motivations, meanings, and senses that college students have of themselves and of their owner academic life. In this perspective, the presen...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/43133 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | The growing transformation of Higher Education in Brazil has concomitantly brought the
interest and the relevance of knowing and understanding better about the motivations,
meanings, and senses that college students have of themselves and of their owner
academic life. In this perspective, the present study aims to investigate how university
students, between the 6th and 10th period of the Pedagogy formation at UFRN, in
presential modality, at Natal campus, developed their academic socialization pathways in
graduation and how they built their social strategies to stay in and accomplish the course.
The locus of the research is UFRN, with undergraduate students of the Pedagogy course.
In the first moment of the research, 90 questionnaires were applied (about 10% of the
total number of students with active enrollment in the semester of 2019.2), to know the
students who compose the Pedagogy formation, besides better understanding about
academic socialization. From the application of the questionnaire, it was possible to select
six students who would participate in the next stage of the research, the interview. To
choose the interviewees, we used some selection criteria, such as the length in the course
and the perception about their owner academic socialization, to talk to them and get to
know better about their trajectories in the course. Based on the analysis of the
questionnaires and interviews, it was possible to elaborate the four main points of the
dissertation: the first point concerns the individual socialization and the gregarious
socialization, considering them, respectively, as the form of socialization with a single
person and the second form as a more group socialization, however, both providing
support to the subject. The second point concerns the phases of experience in Higher
Education, which are: time of euphoria, time of change, time of demotivation and time of
confirmation. The third point concerns the level of academic socialization of these
students, which can be: well socialized, nearly socialized, or not socialized at all. And,
finally, the satisfaction with their socialization in the University environment, where the
students can be satisfied, not very satisfied, or not satisfied at all. These points reveal
deeper understandings about students' lives in academia, taking into consideration
primarily the forms and levels of academic socialization. One of the revelations about
academic socialization and student life is that students, no matter how little or no
socialized they considers their selves, still they percepts they has had social support points
to pursue their pathway in the course. Moreover, another revelation was the difference
between the trajectories of the students considered to have more intense socialization and
the trajectories of the students with less intense socialization, making it evident that the
well-socialized students felt more comfortable in academic life, while the second group
was marked by several events considered by them as difficult moments, inside and outside
the University, which even led them to think about dropping out of the course. It was
understood, finally, that the socialization of the Pedagogy course students occurs in
several ways and intensities, and it is also necessary to consider the importance of living
spaces on campus that favor interactions, besides other places where socialization can
happen, moments for students to talk about their difficulties and frustrations in the course. |
|---|