La Transición Educación-Mercado de trabajo desde la Teoría Cognitivo Social: revisión conceptual e investigación contemporánea
DOI:
https://doi.org/10.33064/51crscsh4710Palavras-chave:
teoría cognitivo social, transición de la escuela al trabajo, incorporación laboralResumo
O objetivo do artigo é realizar uma revisão e análise conceitual da transição de jovens adultos do cenário acadêmico para o mercado de trabalho. A proposta do artigo é abordar as conceitualizações do fenômeno e, particularmente, o papel da Teoria Social Cognitiva de Bandura. O foco nessa teoria se deve à sua consistência e robustez na explicação da relação entre traços cognitivos sociais e a entrada no mercado de trabalho. A transição educação-mercado de trabalho exige a implementação de habilidades que a facilitem: autoeficácia percebida, expectativas e autoavaliações, no nível cognitivo, são variáveis explicativas do sucesso ou fracasso na incorporação ao mercado de trabalho. Em nível social, habilidades como socialização antecipada, adoção de funções e capital social relacional também estão associadas à entrada no mercado de trabalho. É realizada uma análise dos fatores sociais condicionantes envolvidos no processo de transição educação-mercado de trabalho, uma revisão conceitual do conceito de transição e uma revisão conceitual da Teoria Social Cognitiva e suas aplicações no campo de pesquisa.
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