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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article analyzes the impact of factors inherent to the orientation modalities on the professional insertion of young graduates in the job market. Although university institutions believe that they are providing young graduates with adequate training so that they can be competitive on the job market, it appears that they still have difficulty entering the job market. However, university training is developed without taking into account the orientation processes such as the personal interests of the graduate. This results in unemployment. The study is part of an explanatory approach based on a mixed design. It was carried out among 200 graduates of the departments of Art and Archaeology of the Falsh, Tourism and Hospitality. The questionnaire and the semi-structured interviews of individual types collected information from 200 participants and another 5 for the interview, respectively. The results show positive correlations between professional interest and access to employment r (200) = .353, p < .001; commitment r (200) = .355, P < .001; job retention r (200) = .293, p < .001; and finally professional insertion r (200) = .405, p < .001. It should be noted that orientation and university training policies are not sufficient if the young graduate does not feel involved in the process. The study suggests the involvement of guidance actors in the training programs; to focus these trainings on the existing opportunities on the labor market.

Copyright of Revista Educação & Formação is the property of Revista Educacao & Formacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: To analyze the professional insertion process of Administration and Public Administration course graduates in Brazil, with ages ranging from 18 to 36, who graduated after 2011. Originality/value: As the main contribution of the study, it is possible to highlight the contingent of well-qualified professionals that are unemployed or in informal and often underoccupied jobs, indicating the expansion of non-qualifying job insertion. Thus, as a widespread problem which cuts across different ages, classes, genders, races, and ethnicities, this aggravating factor in the labor market falls mainly on individuals with higher education that are working jobs below their skill and education levels. Design/methodology/approach: This study has a quantitative, non-probabilistic, non-experimental, transversal, and descriptive approach. Data collection began in September 2018 and ended in November 2018. The sample consisted of 847 cases, divided by regions: 344 from Southeast, 244 from South, 163 from Northeast, 56 from Midwest, and 40 from North. Findings: It is worth noting that 73% of the respondents did not spend more than one year to professionally enter into the labor market, 20% of graduates are in positions with less than undergraduate education requirements, and 16.6% are not working. In addition, despite being well qualified, the investigated professionals share a structurally fragile occupational scenario, especially about the types of employment contracts practiced, regardless of their sociodemographic characteristics. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumo Objetivo: Analisar o processo de inserção profissional de egressos dos cursos de Administração e Administração Pública no Brasil, com idades entre 18 e 36 anos, formados a partir de 2011. Originalidade/valor: Como principal contribuição do estudo, é possível destacar o contingente de profissionais bem qualificados em situação de desemprego, em trabalhos informais e muitas vezes subocupados, dando indícios à ampliação de uma inserção não qualificante no trabalho. Assim, como um problema generalizado, que perpassa diferentes idades, classes, gêneros e cores/raças/etnias, esse agravante no mercado laboral recai, principalmente, sobre os indivíduos com ensino superior, os quais mostram o enfrentamento de uma condição de trabalho aquém de suas competências e sua escolaridade. Design/metodologia/abordagem: Este estudo tem enfoque quantitativo, não probabilístico, não experimental, transversal e descritivo. A coleta teve início em setembro de 2018 e término em novembro de 2018. Após os cortes, a amostra foi de 847 casos divididos por regiões, sendo: 344 do Sudeste, 244 do Sul, 163 do Nordeste, 56 do Centro-Oeste e 40 do Norte. Resultados: Destaca-se nos resultados que 73% dos respondentes não passaram mais de um ano para se inserir profissionalmente, 20% dos egressos encontram-se em cargos com requisitos de escolaridade inferiores à graduação, e 16,6% não estão trabalhando. Além disso, apesar de bem qualificados, os profissionais investigados compartilham de um cenário ocupacional estruturalmente fragilizado, principalmente em relação aos tipos de vínculos laborais praticados, independentemente de suas características sociodemográficas. / ABSTRACT Purpose: To analyze the professional insertion process of Administration and Public Administration course graduates in Brazil, with ages ranging from 18 to 36, who graduated after 2011. Originality/value: As the main contribution of the study, it is possible to highlight the contingent of well-qualified professionals that are unemployed or in informal and often underoccupied jobs, indicating the expansion of non-qualifying job insertion. Thus, as a widespread problem which cuts across different ages, classes, genders, races, and ethnicities, this aggravating factor in the labor market falls mainly on individuals with higher education that are working jobs below their skill and education levels. Design/methodology/approach: This study has a quantitative, non-probabilistic, non-experimental, transversal, and descriptive approach. Data collection began in September 2018 and ended in November 2018. The sample consisted of 847 cases, divided by regions: 344 from Southeast, 244 from South, 163 from Northeast, 56 from Midwest, and 40 from North. Findings: It is worth noting that 73% of the respondents did not spend more than one year to professionally enter into the labor market, 20% of graduates are in positions with less than undergraduate education requirements, and 16.6% are not working. In addition, despite being well qualified, the investigated professionals share a structurally fragile occupational scenario, especially about the types of employment contracts practiced, regardless of their sociodemographic characteristics.

Implementing teaching in scenarios of virtuality and health crisis is the great challenge that educational systems experience today and this process becomes interesting to document when those who lead it are beginning teachers who face the variables of structural inequality, with dissimilar technological resources and without pedagogical experience. Based on a qualitative methodology and a case study research strategy, the objective was to examine the learning achieved and the challenges faced by ten beginning teachers with insertion in establishments of different administrative dependence in the Maule Region, Chile. The results confirm the complexity of insertion into teaching for these teachers who, among their learning, highlight the relevance and search for the bond with their students, and among the challenges, the need to attend to the socioemotional well-being of boys and girls; diversify the class from technological resources; and the imperative to define new ways of working with families. It is concluded that insertion into teaching requires displaying openness, flexibility and experimentation in a context that is uncertain and dynamic. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study aims to make known the factors influencing the decision to conduct business with social impact, given that the concept of social entrepreneurship is quite a new one in Romania. The investigative method used was quantitative research, by applying questionnaires to 300 students at both bachelor and master level at the Faculty of Economics and Business Administration, University of Craiova. The results indicate two categories of factors that influence the intention of social entrepreneurship in the investigated area, namely: those with negative influence (lack of necessary funds, fear of failure, lack of experience and involvement in social projects and activities) and those with positive influence (knowledge of the concept of social entrepreneurship and social problems in the studied region that can be solved through entrepreneurial initiatives). [ABSTRACT FROM AUTHOR]

This article analyzes the conditions in which Portuguese digital journalists enter the workplace by looking at certain choices they made while studying, during internships, and entering the ever-growing labour market. Thirteen biographical interviews were conducted with professionals who started working in journalism after 2005. The results show an opposition to the regressing conditions surrounding entry into journalism, as well as a set of strategies for insertion and permanence in the profession. The results also show that a journalist's entry into journalism is a result of a combination of having a career project, of the individual choices that journalist makes, and how he or she has had to adapt their identity based on labour market limitations and the opportunities that have opened up ever since the onset of digital media. [ABSTRACT FROM AUTHOR]

The work presented is a study resulting from a master's degree, which investigated the process of professional insertion of Visual Arts teachers (Artes Plásticas as the official nomenclature) in the municipal public network of Rio de Janeiro in 2016. The theoretical framework is based mainly on Huberman (2000) and Marcelo García (1999). The instruments used were a questionnaire and semi-structured interviews. The participants of the research were 18 Visual Arts teachers who had recently joined the network between 2016 and 2019. For the analysis of the data, the perspective of the newly admitted teacher themselves was taken into account. They indicate that the subjects are predominantly young women (20 to 40 years old), postgraduates who entered with some experience in teaching. Another result to be highlighted, is the working conditions that provoke thoughts of abandoning the career. Also, support from school management and coordination has proven to play a major role in influencing the quality of insertion and professional development of newly-hired teachers. Similarly, it was observed that newcomers seek support from other Visual Arts teachers who work in the same network in order to ease their concerns and anxieties and share educational practices. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The objective of this research is to develop and validate a solid and reasonable scale to measure the failure of students in Morocco. Material and Method: This is a cross-sectional study, which took place between November 2019 and March 2020. The internal reliability of the questionnaire was checked by calculating the Cronbach's Coefficient Index, and a factor analysis was performed. Results: The population of ourstudyis 184 students of three masters in teaching and education, University Ibn Tofail of Kenitra-Morocco. The averageage at the time of enrollment in the first-year master's degreeis 26.59±5.65 years. Regarding gender, wenoted that males represent a percentage of 71.2% (n=131), while females represent 28.8% (n=53) with a sex ratio (m/f) of 2.4 (p<0.005). The Cronbach's alpha value for all items was 0.84. Similarly, the calculation of Cronbach's alpha showed homogeneityacross the different dimensions of the questionnaire. For the professional curriculum (α=0.93), motivation (α=0.97), educational satisfaction (α=0.93), abandonment of university studies (α=0.96) and non-academic curriculum of students (α=0.87). Conclusion: Based on the results of ourstudy, wecould, therefore, measure the academic failure of students in the education and teaching tradestreams using a questionnaire. [ABSTRACT FROM AUTHOR]

AbstractBackgroundPeople suffering from schizophrenia cannot easily access employment in European countries. Different types of vocational programs coexist in France: supported employment, sheltered employment (ShE), and hybrid vocational programs. It is now acknowledged that the frequent cognitive impairments constitute a major obstacle to employment for people with schizophrenia. However, cognitive remediation (CR) is an evidence-based nonpharmacological treatment for these neurocognitive deficits.MethodsRemedRehab was a multicentric randomized comparative open trial in parallel groups conducted in eight centers in France between 2013 and 2018. Participants were recruited into ShE firms before their insertion in employment (preparation phase). They were randomly assigned to cognitive training Cognitive Remediation for Schizophrenia (RECOS) or Treatment As Usual (TAU). The aim of the study was to compare with the benefits of the RECOS program on access to employment and work attendance for people with schizophrenia, measured by the ratio: number of hours worked on number of hours stipulated in the contract.ResultsSeventy-nine patients were included in the study between October 2018 and September 2019. Fifty-three patients completed the study. Hours worked / planned hours equal to 1 or greater than 1 were significantly higher in the RECOS group than in the TAU group.ConclusionsParticipants benefited from a RECOS individualized CR program allows a better rate of work attendance in ShE, compared to the ones benefited from TAU. Traditional vocational rehabilitation enhanced with individualized CR in a population of patients with schizophrenia is efficient on work attendance during the first months of work integration.

Copyright of Nouvelles Pratiques Sociales is the property of Revue Nouvelles Pratiques Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. People suffering from schizophrenia cannot easily access employment in European countries. Different types of vocational programs coexist in France: supported employment, sheltered employment (ShE), and hybrid vocational programs. It is now acknowledged that the frequent cognitive impairments constitute a major obstacle to employment for people with schizophrenia. However, cognitive remediation (CR) is an evidence-based nonpharmacological treatment for these neurocognitive deficits. Methods. RemedRehab was a multicentric randomized comparative open trial in parallel groups conducted in eight centers in France between 2013 and 2018. Participants were recruited into ShE firms before their insertion in employment (preparation phase). They were randomly assigned to cognitive training Cognitive Remediation for Schizophrenia (RECOS) or Treatment As Usual (TAU). The aim of the study was to compare with the benefits of the RECOS program on access to employment and work attendance for people with schizophrenia, measured by the ratio: number of hours worked on number of hours stipulated in the contract. Results. Seventy-nine patients were included in the study between October 2018 and September 2019. Fifty-three patients completed the study. Hours worked / planned hours equal to 1 or greater than 1 were significantly higher in the RECOS group than in the TAU group. Conclusions. Participants benefited from a RECOS individualized CR program allows a better rate of work attendance in ShE, compared to the ones benefited from TAU. Traditional vocational rehabilitation enhanced with individualized CR in a population of patients with schizophrenia is efficient on work attendance during the first months of work integration. [ABSTRACT FROM AUTHOR]

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research article problematizes the critical knots of beginner teachers in the context of the Teaching Professional Development Act in Chile and a new social and cultural order that complicates the teaching task in terms of its demands. A qualitative approach with semi-structured interviews with primary and special child education teachers identified the difficulties in four areas of action that define good teaching. The analysis allows to identifying concerns associated with the creation of an environment conducive to learning, to professional responsibilities, to teaching for the learning of all students, and its preparation. It is concluded that the beginner faces her/his work with fragmented action schemes regarding the situations she/he experiences, which is why the training of teachers should consider cultural sensitivity and a greater link with the school insertion territories. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Sociología is the property of Federacion Espanola de Sociologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Center for Interdisciplinary Training in Equine Therapy (CFIE) of the Federal Rural University of Rio de Janeiro (UFRRJ) is formed by a multidisciplinary team that develops since 2014 teaching, research and extension activities in the sphere of hippotherapy. The team consists of veterinarians, animal husbandry assistant, psychologists, physical educators and architects. This opportunity for professional insertion of the veterinarian is still not widespread and disseminated, especially among students and professionals in the area. The present study aims to evaluate the knowledge and perception of vet students from UFRRJ on hippotherapy. For that, a questionnaire was applied to 252 vet students with questions that assessed their personal profile and knowledge about hippotherapy. It was verified that vet students from UFRRJ are majority women and have already received information on hippotherapy. In its view the main purpose of this activity is therapeutic and most believe to be indicated to autistics, people with disabilities and with Down syndrome. Most of the interviewees recognize that the use of hippotherapy brings benefits to the practitioners, knows that the CFIE exists in the UFRRJ and sees this practice as a professional opportunity. However, they don't known as well about the performance of the veterinarian in the multidisciplinary team and his importance in maintenance of the horses' sanity. It is concluded that the vet students from UFRRJ have some knowledge about hippotherapy, but the purpose and applicability of this activity is still shallow among the students. The activities of the CFIE are known in the university community and the vet students see the hippotherapy as professional opportunity, without, however, actually knowing the competences developed by the veterinarian in the context of the activity. [ABSTRACT FROM AUTHOR]

This study aims to achieve an approximation between the theory of French professional insertion and the Brazilian youth. The central points of analysis are life, study and work, since the French professional insertion considers the individual, institutional and sociohistorical aspects of a social group, being extended to different social contexts. The narrowing of this theory with the Brazilian youth is evidenced by the scenario formed by highly qualified young people and great difficulties of insertion in the market - with attention to the cases of unemployment and the provision of precarious working relations - something similar to what has been happening with young people Brazilians in recent years, despite the expansion of higher education (considering the influence of public access policies and higher education funding programs). [ABSTRACT FROM AUTHOR]

This article discusses professional insertion, aiming to understand what learning, challenges and implications this phase of teacher education has for the pedagogical practice of a pedagogue who works in Early Childhood Education in the municipal education network of Fortaleza - Ceará. The research, developed in 2019, used the qualitative approach, carrying out a case study. For data production, a mixed electronic questionnaire (phase I of the research) and a narrative interview (phase II of the research) were used. For the analysis, the Discursive Textual Analysis method was adopted. The theoretical basis of this study used studies related to professional insertion (MARCELO GARCIA, 1999; HUBERMAN, 2007) and teaching learning (OLIVEIRA-FORMOSINHO, 2002; TARDIF, 2002; PLACCO; SOUZA, 2006; PIMENTA, 2009), specifically in the context of Early Childhood Education. The data revealed that the teacher experienced, in parallel, the feelings of survival and discovery of the profession; teaching learning came from personal initiative through the continuous search for knowledge, in addition to interaction with peers and classroom experience; and the lack of institutional support was listed as one of the main challenges for entering the profession. We conclude, therefore, that it is necessary to plan and implement public educational policies aimed specifically at the systematic monitoring of beginning teachers, aiming at promoting institutional processes of induction that meet the training needs of this stage of professional teacher training. In addition, we ratify the need to expand collaboration between school and university to favor teaching learning through experiences that promote the articulation between theory and practice. [ABSTRACT FROM AUTHOR]

Copyright of Social Policy Issues / Problemy Polityki Społecznej is the property of Faculty of Political Sciences & International Studies at University of Warsaw and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Methaodos: Social Science Journal / Methaodos: Revista de Ciencias Sociales is the property of Departamento de Ciencias de la Comunicacion y Sociologia, Universidad Rey Juan Carlos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The social insertion on the labor market of a young graduate marks a decisive step in the process of transitioning to adulthood. From an educational perspective, having a higher education degree should increase the employment chances of a young graduate. This paper aims to describe the situation of the young social work graduates from a top public university in Romania, in the areas of competencies gained during their bachelor studies, first job experience after graduation, and current working status. A descriptive study focusing on 291 social work graduates during 2011-2015 was run using the data collected at university level through a questionnaire administrated by the Center for University Development and Quality Management. Results showed that graduates declare a high level of competency, with more emphasis on job-related and interpersonal domains. However, the first job was obtained, on average, at 5 months after graduation, but only 33.6% managed to get a job within their field. After more than 25 years of continuous social work education, this study is a first attempt to evaluate the unemployment/ underemployment debate in the field. [ABSTRACT FROM AUTHOR]

This research had as objective to identify and understand the process of professional insertion of graduates of a Tourism, Hospitality and Leisure course, in the subsequent modality, in a Federal Institute of Education, Science and Technology in the extreme south of Bahia. The methodology used was a qualitative exploratory approach, using bibliographical and documentary research and data collection from the application of questionnaires, focal group and semi-structured interviews. We divided the groups of respondents, from the questionnaires, into categories of analysis based on the experiences in this sector. In this way, the categories of graduates who worked and who work formally and informally had the data processed through documentary analysis, based on the Pedagogical Project of the Course and the National Curricular Guidelines for Technical Professional Education of the Middle Level, as well as and content analysis. In the context of the research, it was sought to characterize the profile of the egress, also identifying their desires by revealing the relationships that are established between the school, the profession and the world of work. When it is verified that there are few studies in the academic production that approach the technical formation of secondary education in the subsequent modality, especially related to the Tourism, Hospitality and Leisure axis, the theoretical reference that served as base for this study initially brings a brief approach on the history of Professional Education in Brazil, drawing attention to the place that the subsequent modality has been occupying in this trajectory. Considering aspects that involve, from the point of view of the subjects, both the experiences in the work and in the professional formation, we dialogue with some authors on Professional Education (MANFREDI, 2002; SAVIANI, 2003; KUENZER, 2010), the principles of professional polytechnical education (SAVIANI, 1989, MACHADO; 1992) and professional education of young people and adults (KUENZER, 1989; 2003; DAYRELL, 1992). We consider the concept of the "class-that-lives-of-work" from Antunes (2009) to represent graduates in the "world of work" (FIGARO, 2008), specifically in the service's sector. Considering that the hosting's sector is a representative part of the work in tourism, we draw a parallel between the other authors with the approaches that make Trigo (1998), Ansarah (2002) and Cooper, Hall and Trigo (2011) on education and work. The results pointed out that, contrary to what can be expected, these youngsters and adults do not aim to find only employment opportunities with the new profession, and recognize that the formation brought about changes in the perception of the world and in relation to work. In this way, we understand that Professional Education or, in this case, "Tourism Education" can fulfill an important part of its role in overcoming technical, manual, or "training" knowledge. It also represents, for these subjects, a formation that modifies the individual in order to broaden his critical world view and to empower him, parallel to what Saviani (1989) and Machado (1992) point out about the principles of formation polytechnic. In general, graduates present a critical view of the relationship between training, market and work in the sector: they feel devalued within the school by some aspects, which are related to structural problems in the institution, such as the lack of resources, for example. These problems, according to the academic review carried out for this research, are similar problems to other units of the Federal Network of Professional and Technological Education, and especially those that offer the subsequent modality and the night schedule. Regarding the work, they consider that the companies that represent the lodging market in the municipality and region do not recognize the technical professional and assign them functions that show little of the skills they believe to have been developed during the training. Based on the reflections raised on the basis of what the subjects of this research presented, based on other studies and the theoretical references presented here, we believe that there is an urgent need for research on the professional training of youth and adults, especially in the subsequent modality, once that the conceptual and historical changes in the public policies of Professional Education have affected and still structurally affect the quality of the supply of education in public institutions. Regarding the formation of this modality in the current Tourism, Hospitality and Leisure axis, we reinforce the importance of rethinking the forms of supply based on discussions, in the light of a critical analysis, that allows us to overcome the paths that reproduce historical inequality. Building on these aspects, it is possible to strengthen the prospects for the emancipation of young people and adults, through a professional formation that helps them to understand reality and in transformation of life, as well as simple technical and instrumental preparation. ___ Esta pesquisa objetivou identificar e compreender o processo de inserção profissional dos egressos de um curso do eixo Turismo, Hospitalidade e Lazer, na modalidade subsequente, em um Instituto Federal de Educação, Ciência e Tecnologia do extremo sul da Bahia. A metodologia foi de abordagem qualitativa exploratória, lançando mão da pesquisa bibliográfica e documental e da coleta de dados a partir de aplicação de questionários, grupo focal e de entrevistas semiestruturadas. Dividimos por grupos os respondentes, a partir dos questionários, em categorias de análise com base nas experiências de atuação no setor. Dessa forma, as categorias dos egressos que estagiaram e que trabalham formal e informalmente tiveram os dados tratados por meio de análise documental, com base no Projeto Pedagógico do Curso e das Diretrizes Curriculares Nacionais para a Educação Profissional Técnica da Nível Médio (DCNEPTNM), bem como da análise de conteúdo. Buscou-se, no contexto da pesquisa, caracterizar o perfil do egresso, identificando também os seus anseios ao se revelarem as relações que estabelecem entre a escola, a profissão e o mundo do trabalho. Ao se constatar que há poucos estudos na produção acadêmica que abordem a formação técnica de nível médio na modalidade subsequente, sobretudo estudos relacionados ao eixo Turismo, Hospitalidade e Lazer, o referencial teórico que serviu de base para este estudo traz, inicialmente, uma breve abordagem sobre a história da Educação Profissional no Brasil, chamando atenção para o lugar que a modalidade subsequente vem ocupando nessa trajetória. Por considerarmos aspectos que envolvem, do ponto de vista dos sujeitos, tanto as experiências no trabalho quanto na formação profissional, dialogamos com alguns autores sobre Educação Profissional (MANFREDI, 2002; SAVIANI, 2003; KUENZER, 2010), os princípios da formação profissional politécnica (SAVIANI, 1989; MACHADO, 1992) e da educação profissional de jovens e adultos (KUENZER, 1989; 2003, DAYRELL, 1992). Consideramos o conceito de “classe-que-vive-do-trabalho” de Antunes (2009) para representar os egressos no “mundo do trabalho” (FIGARO, 2008), especificamente no setor de serviços. Tendo em vista que o setor de hospedagem é uma parcela representativa do trabalho no turismo, traçamos um paralelo entre os demais autores com as abordagens que fazem Trigo (1998), Ansarah (2002) e Cooper, Hall e Trigo (2011) sobre formação e trabalho. Os resultados destacaram que, ao contrário do que se pode esperar, esses jovens e adultos não almejam encontrar apenas oportunidade de emprego com a nova profissão, e reconhecem que a formação trouxe mudanças na percepção de mundo e na relação com o trabalho. Entendemos, dessa forma, que a Educação Profissional ou, neste caso, a “Educação para o Turismo” consegue cumprir uma parte importante do seu papel ao ultrapassar o conhecimento técnico, manual, ou o “treinamento”. Representa, também, para estes sujeitos, uma formação que modifica o indivíduo no sentido de ampliar sua visão crítica de mundo e o empoderar acerca de suas capacidades, em paralelo ao que pontuam Saviani (1989) e Machado (1992) sobre os princípios da formação politécnica. Além disso, de forma geral, os egressos apresentam uma visão crítica sobre as relações entre formação, mercado e trabalho no setor: sentem-se desvalorizados dentro da escola por alguns aspectos, estes que perpassam problemas de ordem estrutural na instituição, como a falta de recursos materiais e humanos, por exemplo. Tais problemas, de acordo com a revisão acadêmica realizada para esta pesquisa, são problemas similares a outras unidades da Rede Federal de Educação Profissional e Tecnológica, e em especial naquelas que ofertam a modalidade subsequente e no turno noturno. Quanto ao trabalho, consideram que as empresas que representam o mercado de hospedagem no município e região não reconhecem o profissional técnico e lhes atribuem funções que pouco permitem mostrar as habilidades que acreditam ter sido desenvolvidas ao longo da formação. A partir das reflexões levantadas com base no que expuseram os sujeitos desta pesquisa, ambasadas por outros estudos e pelos referenciais teóricos aqui apresentados, entendemos que são urgentes e necessárias pesquisas sobre a formação profissional de jovens e adultos, em especial na modalidade subsequente, uma vez que as mudanças conceituais e históricas nas políticas públicas da Educação Profissional afetaram e ainda afetam estruturalmente a qualidade da oferta de ensino nas instituições públicas. Sobre a formação desta modalidade no atual eixo Turismo, Hospitalidade e Lazer, reforçamos a importância de se repensar as formas de oferta com base em discussões, à luz de uma análise crítica, que permita superar os caminhos que reproduzem a histórica desigualdade. Partindo destes aspectos, é possível fortalecer as perspectivas de emancipação dos jovens e adultos, por meio de uma formação profissional que os auxilie na compreensão da realidade e na transformação de vida, para além do simples preparo técnico e instrumental.

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Résumé Les jeunes inactifs (ni en emploi ni en formation) sont à risque de précarisation sociale durable et de mauvaise santé. L’impact des facteurs contextuels et des problèmes de santé psychiques est connu dans les difficultés d’insertion socio-professionnelle, mais celui des traits de personnalité est moins clair. Une étude comparant des jeunes inactifs en mesure d’insertion à des jeunes actifs d’âge comparable démontre que les jeunes inactifs ont davantage de traits de personnalité indiquant un mode de pensée entravant la relation à l’autre (méfiance, introversion) et qu’ils évaluent leur employabilité et leur sentiment d’efficacité personnelle comme moindres. Ces résultats confirment la nécessité d’une collaboration étroite entre soins psychiques et aide à l’insertion professionnelle, en se basant sur les besoins des jeunes et les observations concrètes des intervenants. Inactive young adults (neither employed nor in training) are at risk of long lasting precariousness and bad health. Conditions The impact of contextual factors and mental health problems on socio-professional insertion is known, but the role of normal or dysfunctional personality traits remain unclear. Objectives To investigate whether young inactive adults present different normal and dysfunctional personality traits, or different professional adaptive competencies, compared to a group of active young adults and to investigate how personality traits may influence professional adaptive competencies and integration. Patients and methods Through an 18-month longitudinal study, we are currently following a group of inactive young adults attending a social program targeting at improving their social and professional skills. We present here results from the initial phase of our study (t0). We compared the group of inactive young adults to a group of working or studying young adults of similar age. Results The group of young inactive have higher levels of dysfunctional personality traits indicating a way of thinking hindering relationships (mistrust, introversion) and evaluate their employability and sense of self-efficacy as lower. Conclusions These results confirm the need for close collaboration between psychological care and socio-professional integration systems, based on the needs of young people and the observations of socio-professional stakeholders. [ABSTRACT FROM AUTHOR]

In journalism today, there are 14 schools which are recognized by the profession and sketch the contours of an elite. However, these young journalists find themselves faced with an intensification of employment risks at their entry on the job market. This article proposes reconsidering the ways in which this journalistic elite find themselves affected by forms of downgrading. It notably questions the generalization of competitions and professional scholarships which actually amount to granting degrees in precariousness. It shows how these prizes became indistinguishable from post-training systems, (the “gateways”) set up by companies in the 1990s to optimize employment flexibility. It finally analyses precariousness as the product of a gap between the positions most sought after by the graduates and the reality of the posts they are offered on leaving school. Consequently, these young entrants on the job market find themselves obliged to make a virtue of necessity and deploy various tactics of precariousness in the hopes of maintaining themselves in the major media they consider the most legitimate

Copyright of Timisoara Physical Education & Rehabilitation Journal is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos (1900-9895) is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Both nationally and internationally the issue of graduates' professional insertion occupies an important place on the agenda of policies in the field of higher education. At the University of Petroşani we are constantly interested in collecting significant data related to the pre‑ and post‑graduate educational track, opinions and subjective appreciations in relation with the quality of the studies completed by graduates and appreciations about their professional path. The purpose of the research refers to the realisation of a diagnose for the professional insertion of Petorşani Social Work graduates in the period 2014‑2015. After the analysis of the specialised studies from the literature, we continued by the stage of research which used as investigation method the questionnaire‑based inquiry applied to the graduates when they come to collect their graduation diplomas. The results of the study refer to the process of labour market insertion of the social work graduates, which may be used and correlated with a series of socioeconomic indicators on macro‑social and economic level in the contemporary national and European context. [ABSTRACT FROM AUTHOR]

The aim of research is to identify the personal needs and psycho-social expectancies of people with mental chronic disorders regarding professional insertion. It has been considered that this pilot study can give an overview of the results that may be obtained on larger samples. It can also help with building and implementing appropriate intervention projects for better employability of this group of subjects. Methodology consists in analysis of personal needs of beneficiary through collecting data with two general expectancies assesment questionnaires: Personal Expectances Assessment Questionnaire (P-EQ), and Professional Integration Counseling Expectancies Assessment Questionnaire (PICEQ). The research is conducted on three areas: personal, relational and professional, with 17 items. There were two partially validated hypotheses. The data has been processed with SPSS Program V20, and the results are statistically significant. Subjects give an increased importance to the personal domain, and on second place is situated the relational field. Preliminary results from the group of subjects diagnosed with chronic psychoses, allow us to estimate the results that will be obtained on larger groups of subjects. At the same time, these results are useful in order to initiate, in parallel, the building of specific interventional programs for patients with this type of diagnostic, for a better occupational insertion. [ABSTRACT FROM AUTHOR]

In the last two decades labour's world undergoes through many changes, including an increasing in flexibility of their relations. These changes have affected the most vulnerable groups such as young people, even if not homogeneously, since it is understood that there are multiple youths in the country. At the same time, there was an unprecedented expansion of professional higher education in Brazil, rooted in the reinterpretation of the human capital theory. Despite the predominant discourse of equivalence between education and employment, qualification is no longer a guaranty of entrance into the labor market. Thus, this theoretical essay discusses the relationship between professional higher education in Brazil and the employability of young people, proposing a research agenda for future studies on the subject. Therefore, intending to advance on this subject in Brazil, this paper is based on studies about the expansion and professionalization of higher education in France, since this process has already been consolidated in that country. [ABSTRACT FROM AUTHOR]