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Transição para o ensino superior: organização narrativa dos alunos madeirenses no 1º ano, deslocados e não deslocados
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Abstract(s)
O confronto dos estudantes com as tarefas emergentes da transição para o Ensino Superior pode ser entendido como uma oportunidade de crescimento e desenvolvimento, ou então, como uma panóplia de exigências e desafios que suplantam a preparação psicológica e académica dos mesmos. É importante compreender como esta fase é encarada pelos estudantes, pois a adaptação às incessantes mudanças provenientes do ingresso no Ensino Superior é preponderante para o bem-estar dos alunos, para o seu sucesso académico e para a permanência dos mesmos no curso e na instituição de ensino que frequentam. Esta investigação privilegiou as narrativas como instrumento de análise, baseando-se no princípio da Psicologia Cognitiva Narrativa, que assume que a elaboração de uma narrativa é um indicador de bem-estar físico e psicológico, através da coerência e diversidade no discurso ou na escrita. Os objetivos que norteiam a investigação consistem em compreender a construção narrativa dos estudantes madeirenses e, através desta, averiguar o nível de bem-estar dos mesmos, e se existem diferenças na construção narrativa entre os alunos deslocados e não deslocados. Para tal, foi recolhida uma amostra composta por 20 alunos madeirenses, a frequentar o primeiro ano da licenciatura, pela primeira vez, com idades compreendidas entre os 18 e os 21 anos, organizando-se em duas subamostras de 10 participantes: alunos deslocados, que estudam em universidades fora da Ilha da Madeira, e alunos não deslocados, que estudam na Universidade da Madeira. Os resultados obtidos, embora não sejam representativos da população estudantil, devem ser lidos como tendências a explorar em estudos futuros; indicam que a construção narrativa da amostra é empobrecida em termos de conteúdo, estrutura e processo, o que, por sua vez, demonstra baixos níveis de bem estar dos participantes; e ainda que não existem diferenças significativas entre as pontuações obtidas pelos estudantes deslocados e pelos não deslocados.
The students’ confrontation with the emergent higher education transition ‘tasks can be understood as a growing and development opportunity, or else, as a variety of demands and challenges, that supplant their psychological and academic preparation. It is important to understand how this stage is viewed by students, since the adaptation to the incessant changes associated with the higher education entrance, is crucial to the students’ well-being, academic success and to their permanence in the course and in the educational institution that they attend. This investigation focuses on the narratives as an instrument of analysis, based on the narrative cognitive psychology’ principle, which assumes that the narrative construction is a physical and psychological’ well-being indicator, due to the speech or writing’ coherence and diversity. The goals that guide this investigation are to understand the madeirans students’ narratives construction and, based on this, verify their well-being level and if there are differences on the narrative construction between the resident and non-resident students. For this, was collected a sample with 20 madeirans’ students, attending the first year of their degree, for the first time, with ages between 18 and 21 years old, organized into two subsamples of 10 participants: non-resident students, studying outside Madeira Island, and resident students, studying at the University of Madeira. The results obtained, despite not being representative of the student population, should be understood as trends that must be explored in future studies; and indicate that the sample’ narrative construction is poor in its content, structure and process, which, in turn, demonstrates low levels of participants’ well-being; and that there aren’t significant differences between the scores obtained by the resident and non-resident students.
The students’ confrontation with the emergent higher education transition ‘tasks can be understood as a growing and development opportunity, or else, as a variety of demands and challenges, that supplant their psychological and academic preparation. It is important to understand how this stage is viewed by students, since the adaptation to the incessant changes associated with the higher education entrance, is crucial to the students’ well-being, academic success and to their permanence in the course and in the educational institution that they attend. This investigation focuses on the narratives as an instrument of analysis, based on the narrative cognitive psychology’ principle, which assumes that the narrative construction is a physical and psychological’ well-being indicator, due to the speech or writing’ coherence and diversity. The goals that guide this investigation are to understand the madeirans students’ narratives construction and, based on this, verify their well-being level and if there are differences on the narrative construction between the resident and non-resident students. For this, was collected a sample with 20 madeirans’ students, attending the first year of their degree, for the first time, with ages between 18 and 21 years old, organized into two subsamples of 10 participants: non-resident students, studying outside Madeira Island, and resident students, studying at the University of Madeira. The results obtained, despite not being representative of the student population, should be understood as trends that must be explored in future studies; and indicate that the sample’ narrative construction is poor in its content, structure and process, which, in turn, demonstrates low levels of participants’ well-being; and that there aren’t significant differences between the scores obtained by the resident and non-resident students.
Description
Keywords
Estudantes Transição Ensino Superior Narrativa Students Transition Higher education Narratives Psicologia da Educação . Faculdade de Artes e Humanidades