A ansiedade nos jovens-adultos estudantes de música : o caso dos alunos de cordas que integram e são provenientes das escolas profissionais
Type
masterThesis
Creator
Identifier
203288416
Title
A ansiedade nos jovens-adultos estudantes de música : o caso dos alunos de cordas que integram e são provenientes das escolas profissionais
Contributor
Pereira, Cristina Maria Gonçalves
Vasconcelos, Nuno Rocha de
Vasconcelos, Nuno Rocha de
Subject
Ansiedade
Jovem-adulto estudante de música
Transição para o ensino superior
Estratégias de coping
Expetativas
Anxiety
Young-adult music student
Transition process to Higher education
Ccoping strategies
Expectations
Domínio/Área Científica : Humanidades
Jovem-adulto estudante de música
Transição para o ensino superior
Estratégias de coping
Expetativas
Anxiety
Young-adult music student
Transition process to Higher education
Ccoping strategies
Expectations
Domínio/Área Científica : Humanidades
Date
2023-05-12T09:26:31Z
2023-05-12T09:26:31Z
2023
2023-05-12T09:26:31Z
2023
Description
O presente relatório de estágio integra, numa primeira parte, uma descrição da Prática de Ensino Supervisionada que foi realizada no ano letivo de 2021/2022, na Escola Profissional de Arte de Mirandela. Em segundo lugar é descrita a pesquisa realizada abordando o tema “A ansiedade durante o processo de transição do Ensino Secundário para o Ensino Superior dos estudantes de música e aspetos inerentes”.
O processo de ingresso no Ensino Superior não deve ser encarado como uma transição meramente académica, mas também como uma enorme mudança a nível pessoal e social dos jovens-adultos estudantes. Esta transição engloba, não só, a compreensão das consequências que as mudanças têm na vida do indivíduo, mas também as estratégias que este utiliza para uma maior ou menor adaptabilidade aos novos acontecimentos a que é submetido. Estão inerentes múltiplas exigências e desafios respeitantes à esfera pessoal, interpessoal e académica do aluno, exigências estas que podem ser intensificadas ou atenuadas por fatores externos como a família, pares, professores ou pelas próprias instituições de ensino.
Desta forma, não se pode individualizar este processo apenas como respeitante ao aluno e às suas capacidades físicas, sociais e psicológicas por ser, também, abrangida uma panóplia de fatores externos que podem influenciar diretamente as decisões do jovem estudante e interferir no seu percurso académico. Assim sendo, nesta investigação, é definido o conceito de ansiedade e também explorada a forma como esta interfere na vida do jovem-adulto estudante de música, desde a sua frequência no Ensino Secundário até à transição para o Ensino Superior, tendo em conta todos os intervenientes mencionados anteriormente. Também são abordadas as expetativas dos alunos e estratégias de coping utilizadas pelos mesmos para lidar com a ansiedade. Através de inquéritos por questionário realizados a 16 alunos de cordas friccionadas do 12º ano das escolas profissionais e a 20 alunos do 1º ano de licenciatura provenientes do ensino profissional, foi possível confirmar a existência da experienciação de ansiedade pela maioria dos estudantes e, também, compreender de que forma esta afeta a sua vida (tanto pessoal como académica). Os resultados revelam algumas preocupações respeitantes ao seu bem-estar, tanto a curto como a longo prazo, e à forma como estes se encontram (ou não) devidamente preparados e informados para um processo que requer mudança e tomada de decisões significativas.
Por fim, são apresentadas algumas sugestões (1) às instituições de ensino para que esta temática seja mais desenvolvida e devidamente exposta na sua comunidade; (2) às famílias para que se envolvam no percurso académico dos seus educandos, de forma a que estes se sintam apoiados e confortáveis em pedir apoio quando necessário; e (3) aos próprios alunos para que deem o passo necessário e crucial à obtenção de ajuda.
Abstract : This internship report includes, in a first part, a description of the Supervised Teaching Practice that was held in the academic year 2021/2022 at Escola Profissional de Arte de Mirandela. Secondly, the research conducted addressing the theme "Anxiety during the transition process from Secondary to Higher Education of music students and inherent aspects" is described. The process of entering Higher Education should not be seen as a purely academic transition, but also as a huge personal and social change of young-adult students. This transition includes not only the understanding of the consequences that changes have on the individual's life, but also the strategies that he/she uses for greater or lesser adaptability to the new events to which he/she is submitted. Multiple demands and challenges are inherent in the personal, interpersonal and academic sphere of the student, demands that can be intensified or mitigated by external factors such as family, peers, teachers or by the educational institutions themselves. Thus, this process cannot be individualized only as it concerns the student and his/her physical, social and psychological abilities because it is also covered by a panoply of external factors that can directly influence the decisions of the young student and interfere in his/her academic career. Therefore, in this research, the concept of anxiety is defined and it is also explored how it interferes in the life of the young-adult music student, from his/her attendance in Secondary Education to the transition to Higher Education, taking into account all the actors mentioned above. Students' expectations and coping strategies used to deal with anxiety are also addressed. Through questionnaires presented to 16 bowed string instrument students in the 12th grade of professional schools and 20 students in the 1st year of graduation from professional education, it was possible to confirm the existence of anxiety experience by most students and also understand how it affects their life (both personal and academic). The results reveal some concerns about their well-being, both in the short and long term, and how they are (or are not) properly prepared and informed for a process that requires significant change and decision-making. Finally, some suggestions are presented (1) to educational institutions so that this subject is better addressed and properly exposed in their community; (2) families to engage in the academic path of their students, so that they feel supported and comfortable asking for support when necessary; and (3) to the students themselves to take the necessary and crucial step towards obtaining help.
Abstract : This internship report includes, in a first part, a description of the Supervised Teaching Practice that was held in the academic year 2021/2022 at Escola Profissional de Arte de Mirandela. Secondly, the research conducted addressing the theme "Anxiety during the transition process from Secondary to Higher Education of music students and inherent aspects" is described. The process of entering Higher Education should not be seen as a purely academic transition, but also as a huge personal and social change of young-adult students. This transition includes not only the understanding of the consequences that changes have on the individual's life, but also the strategies that he/she uses for greater or lesser adaptability to the new events to which he/she is submitted. Multiple demands and challenges are inherent in the personal, interpersonal and academic sphere of the student, demands that can be intensified or mitigated by external factors such as family, peers, teachers or by the educational institutions themselves. Thus, this process cannot be individualized only as it concerns the student and his/her physical, social and psychological abilities because it is also covered by a panoply of external factors that can directly influence the decisions of the young student and interfere in his/her academic career. Therefore, in this research, the concept of anxiety is defined and it is also explored how it interferes in the life of the young-adult music student, from his/her attendance in Secondary Education to the transition to Higher Education, taking into account all the actors mentioned above. Students' expectations and coping strategies used to deal with anxiety are also addressed. Through questionnaires presented to 16 bowed string instrument students in the 12th grade of professional schools and 20 students in the 1st year of graduation from professional education, it was possible to confirm the existence of anxiety experience by most students and also understand how it affects their life (both personal and academic). The results reveal some concerns about their well-being, both in the short and long term, and how they are (or are not) properly prepared and informed for a process that requires significant change and decision-making. Finally, some suggestions are presented (1) to educational institutions so that this subject is better addressed and properly exposed in their community; (2) families to engage in the academic path of their students, so that they feel supported and comfortable asking for support when necessary; and (3) to the students themselves to take the necessary and crucial step towards obtaining help.
Access restrictions
openAccess
http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by/4.0/
Language
por
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