I finished college, what now? See what the next steps are

Graduation graduation is always a very exciting time. On receiving the straw, many students see a film pass before their eyes: the challenges of the first year, the nights that are barely asleep, the impossible proofs, the acquired knowledge, the acquired friendships … besides the memories, it is also normal to think about the future: after all, now it is in your hands Tese de Doutorado.

There are many possibilities, but there is also a lot of uncertainty.

If you are one of these students, you just graduated and are wondering “I finished college, and now?”, This post is for you. In it, we gather possible paths that can be taken after college. Check out! Tese de Doutorado

Dealing With Feelings
Try to remember the times when you started something totally new: the first day of elementary school, the first guitar lesson, the first work, the first date … all beginnings are always scary and / or challenging, is not it? ? The beginning of adulthood will also be. So you need to learn to deal with your feelings before you choose which path to follow Dissertação de Mestrado.

The first step is to understand that this transition period is difficult for everyone. Do not blame yourself if you take too long to get a job or if you do not do well in your first job. Do not despair if you do not have a good salary, or if you have not yet achieved the much-desired financial independence. All of this will come with time.

Consider this period and remember, with the great challenges also come great opportunities. As much as insecurity strikes, know that you spent years preparing very well and are now ready for the job market and for adult life; you are young, competent and have fate in your hands Dissertação de Mestrado.

Choosing a path
Now that you have completed your training and can begin to clear the labor market, it is important to choose which path to follow. There is no shortage of options: you can continue studying, find a formal job, or even start your own business. The important thing is for you to make conscious decisions that are good for your future. These are some of the possibilities Monografias Prontas.

Training programs for newly graduates, popularly known as Trainees, are an excellent option for those who want to join large companies, while also gaining practical experience in the field.

These programs often select their employees through extensive, in-depth selective processes that seek out great talents with the potential to excel in the company.

After the selection process, the selected trainees receive training and practical experience working in the company. During this period, the newly graduates count on salaries and benefits and are generally treated in the same way as other employees.

Another advantage of trainee programs is that they allow you to know the company profile and the day to day work Monografias Prontas.

This is the most traditional way among the newly graduates: look for the first formal job. This way of entering the labor market is always a good option, since most of the available positions are offered in this modality.

The first step to getting your first job is to make a great resume. It should contain all your personal information, your training, your professional experiences and skills, such as languages ​​or domain of software. You can also attach a cover letter to your resume, highlighting for the employer why you want the job and why you are the right person for them Tese de Doutorado e Dissertação de Mestrado.

In addition, if your profession has a more practical side, you should also set up a portfolio. It can be printed or online. Do not make all your work available in it; a recruiter will never have time to see everything. Select the best ones and those that are most interesting to the area in which you are applying.

Another interesting option for recent graduates is volunteer work. There are thousands of institutions that need help and you can still develop a range of personal and professional skills in this type of work.

You can opt for more traditional jobs, such as visiting hospitals, collaborating on cleaning beaches or donating food to homeless people. Another possibility is to participate in voluntary work where you can use your professional knowledge. If you graduated in History, for example, how about taking classes in free and community pre-college courses?

In addition to being extremely rewarding, volunteer work is often viewed as a differential in the curriculum Tese de Doutorado e Dissertação de Mestrado.

Sabbatical year is the name given to a period of 12 months in which one moves away from the professional life to dedicate itself to some project of the private life. In Europe, it is very common for young students to graduate this year soon after graduation and take a trip.

This is a good option for those who still do not feel ready to enter the job market. During this year, you can get to know many places and experience many transformative experiences that will make you know yourself a little better. These findings can point you to career paths you never imagined Monografias Prontas.

In addition to the sabbatical year, there is the possibility of an exchange of study and work. This option is very interesting in that it offers the opportunity to learn a new language and gain international professional experience. You can search for branch exchanges, au pair sites or portals and applications that offer places for foreigners.

For those who wish to pursue their academic career, taking a postgraduate course right after graduation is a great request. After all, shortly after graduating, you will still be on pace and have good academic networking. If this is your case, the most appropriate is to look for stricto sensu postgraduate courses (masters, master’s degrees, doctorates and postdoctoral).

If you do not wish to pursue academic career but acquire more practical knowledge, a lato sensu graduate may also be ideal for you. Specializations and MBAs work with specific skills and practices, which can be applied in the day to day of the profession.

If you have an entrepreneurial and adventurous spirit, opening your own business may be the best way.

If it was formerly necessary to have large amounts of money or ask for large loans to open your own company, today everything is much easier. Possibilities such as remote work have greatly reduced the costs of an enterprise, making this path accessible to almost all professionals Dissertação de mestrado e Tese de Doutorado.

In addition, initiatives to encourage entrepreneurship have made the lives of those who want to open their own business much easier. You can, for example, have the facilities to open an MEI (Individual Microenterprise) and with the help of agencies such as Sebrae (Micro and Small Business Support Service).

“I finished college, and now?” Is a very common thinking among the newly graduated. If you are one of them, it is important that you learn to deal with your feelings and choose, serenely, a path to follow. Options are not lacking: you can join a trainee, seek formal employment, start your own company … the important thing is that your choice reflects what is best for you. Did you like our tips? Do you want to join the labor market soon? So enjoy and download now our practical guide on how to get your first job after college.

I finished the college. And now?

Tese de Doutorado – Do you know how bad it hits after we end that wonderful series? So the season finale of college also causes this. For 4 years (at least) his routine was occupied with classes, work, tests, bar with his friends and internships. All this is over and you feel completely lost from what the next step is, especially with the pressure of society for you not to stop even for 1 second Tese de Doutorado.

Terms are complicated, and whether you like it or not, we go through it all our lives. The following tips are based on my current attempts to deal with the feeling of being lost after graduation.

1) Dissertação de Mestrado
In my case, the last semester of college itself was hell. Personal problems, problems in college, CBT, job search (so far not even able, rs) … anyway, I did not stop. Do not think it’s a luxury for you to take a break after completing a phase as important as that. You deserve it and need it, even if everyone is on top of you. Take a few days, or weeks (or months if you prefer) to breathe, rest, and think slowly in your next steps Dissertação de Mestrado.

2) Monografias Prontas
How many people from the beginning of your class graduated from college? Few, I know, are common (for reasons we can not judge, of course). But you did it! You had a hard time, stress, a willingness to give up, but you have come to the end. Feel proud and happy to have completed a cycle in your life Monografias Prontas.

3) Filter everything you’ve learned in those years
It is normal that during graduation you end up seeing various content related to your course, and feel a bit in doubt of what to use from this experience. Recall the things that caught your eye, and think about how to put these years of teaching into practice, and of course the personal transformations that have happened to you Monografias Prontas.

4) Define your priorities
Specialize? Do masters? Do another graduation? Get a job right away? What you want to do now is your choice, yours alone. Of course, each one lives a reality, and external factors and opportunities count for a lot. But do not base your life on that of your classmate, define what is best for you right now and go your way.

5) Tese de Doutorado
The feeling of not being able to be one of the things that occasionally appears during graduation (and life). But do not let this stop you from going ahead. Trust your skills.

6) Calm down, everyone is kind of lost too
The fact is that we live hostile times, and getting a bit confused and unmotivated is something that everyone passes, has passed or will pass. There are people who decide to change their lives at age 50, there are people who know exactly what they want from the age of 10, and life is like that. Everyone is trying and giving their best, do not feel alone Dissertação de Mestrado.

Unfortunately these days finishing college is not synonymous with a steady job and good chances of becoming a well known and recognized professional in the job market. The economy of the country does not walk great things and because of this many young people who finish college come into the statistic of unemployed. They begin to be part of a large portion of the population that has no work, so many ask themselves “I finished college: what now?”

This is no reason to be discouraged, there are some alternatives, if you finished college and you can not get a job in the area you formed, here’s what you can do. We have some ideas that can help you, check it out!

Amend the master’s degree – If your area is complicated and you can not get a job, you can do a master’s degree. The area of ​​education is always very good and as soon as you finish you will be able to teach not only in schools but also in colleges. The master’s degree is an interesting possibility and opens doors. One option is to try the masters degree at federal universities, so you will have a good education and also the chances of getting a job increase.

Try a Trainee – This is the position assigned to young newly trained professionals who will be trained and empowered to occupy leadership positions. You can do the trainee up to two years after they graduate, they do not require experience and the way of joining is much easier. There are trainee programs in various companies and you can register yourself over the internet yourself.

Start applying for several trainees, vacancies are opened annually in selection programs, which many young people participate, but if you are prepared, you will get a good vacancy. Trainee is a job with many challenges and rewards and provides career advancement.

Do not get stuck in your area – It can be frustrating to do a college and not start working in your area, but you need to seize the opportunities, and you can work in areas that are related to yours. If you did mechanical engineering and can not get jobs in the area try in a similar area as automation engineering, for example.

Open a Business – It’s tricky to find a job, so create your job, you can start working on your own as a freelancer, for example, or start a business. You can do this in your house, in the bedroom, in the garage, the possibilities are many and you should think about what has to do with your study. Starting a business can be tricky at first, but it is a really cool opportunity to grow and make money.

There are many possibilities, we hope to have helped and open your mind to new possibilities.

7 classic mistakes of just graduating from college

For many people, the coming days signal the end of an era and the beginning of a new phase of life: the moment it leaves behind university student status and migrates to the status of a trained professional Tese de Doutorado.

The cold in the belly in front of the still-informed horizon is intense at this stage and the pressure, ditto. The problem is that the combination of fear, immaturity and pressure drives many young graduates into wrong career choices. See what they are:

1 Shoot all over the place

In the transition from student to professional status, many former college students tend to plunge into a deep anxiety to find a job to call their own.

The problem? In an effort to stamp out their work permits soon, many are hurrying around and making hasty decisions that could compromise a whole professional future Dissertação de Mestrado.

“They need to map the market and select what really has to do with it,” says Elvira Berni, managing partner of People on Time Consulting. At the moment, it is not yet possible to have a defined career plan, explains the expert, but it is essential to have a guideline – a direction of what kind of route the young professional wants to walk.

2 Doing everything to get a job in January

Another important fact that many young people forget: if you have finished college now, you do not necessarily have to be on a permanent job on January 1st.

“They think they need to make money to retire at age 30 with 1 billion reais in the account,” jokes Elvira. When, in fact, they should be concerned about one thing: experimenting and living new things, according to the expert.

“Instead of already entering the market, why not live a new experience, meet other expectations and probably improve a lot as a human being?” He asks.

3 Finding that is the last (or worst) package wafer

“Some in this age group are very special, they think they are much better than they really are,” says Elvira. “It makes them make mistakes in processes.”

At this stage, it is essential to know that “one thing is theoretical knowledge, another is professional life in practice,” says coach Thirza Reis. Therefore, humility is important and, at this stage, essential. “It is interesting that the formed one lower the ball a little,” says the expert Monografias Prontas.

On the other side, there are those who have low self-esteem and give voice to insecurity. The result is a paralyzing attitude and an intermittent fear of new challenges – something inherent in the first steps of a career.

The antidote is the same for both groups: you have to know each other better. This happens through therapy processes, coaching or deep conversations with mentors, Elvira lists – or other strategies that generate feedback and a clear picture of the weaknesses and strengths of each young professional Monografias Prontas.

4 Still do not know what sets him apart in the crowd

To debut in the market, we must stand out. But how can this happen if all you have in the curriculum are high school diplomas and higher? At this point self-knowledge comes into play again. “He has to be clear on what adds value and what can improve,” says Elvira.

One way is to look at what you’ve done in your four, five, plus years of classes, which can count points for your work as effective. Believe, from working in the junior business to volunteering: many college activities have the potential to leverage your career in the future Dissertação de Mestrado. And knowing them in color can be a differential.

5 Just want the icing on the cake

Make no mistake: early career is “grating” as ranks Elvira. “You need to be available to live the interior of Brazil or the operational area,” says the expert. According to her, these are experiences that will shape the best professionals.

The problem is that most of the new graduates do not see it as such. Missing steps, rejecting more challenging proposals, not bothering to push yourself a little harder – all of this may jeopardize the future professional, yes. “This is the time of life you have to gnaw the bone,” says Elvira.

6 Hitch a face powder

Taking a postgraduate course without being very clear about what you want from your career is a shot in the foot, Thirza said. “Sometimes you do not like a subject, but you love it when you work. Either he loves a subject and in practice, he does not like it. So going straight to the post is reckless, “he says. The exception goes to those who already have a well-structured professional identity even when they leave college Tese de Doutorado.

7 Not having persistence

For most mortals, the professional climb is slow – perhaps much more than you imagine. And to overcome it requires persistence and patience (much, by the way). According to Thirza, the consolidation of a professional in the market takes two or three years.

“It needs patience, structure, focus and discipline. Those who do not have will hardly establish themselves in the market, “he says. “Now it’s not like in the video game you want to lose and have another life. Life is one, this time. ” And patience to build it is critical.

What do I do now that I’ve finished college?

Certainly, you have heard from someone – your parents, uncles, friends – that without a diploma you will hardly get anything in life, will you? Speaking like that, it seems that everything is solved with him. Ledo mistake. There are many professionals who, newly trained, face Dissertação de Mestrado the drama of not knowing what to do.

Many have difficulty finding a course. Looking for a job in the private sector? To undertake To make public contest? It is not uncommon for many to end up pursuing different areas than their training. So common is so much to discover that the course you have had nothing to do with you.

Planning work life even during graduation is a good start to minimize the difficulties after completing the course. Try to get to know the market and become familiar with it. This can be done through internships, technical visits to companies or participation in groups such as junior companies, for example.

With practical experiences, students can better understand the profession in which they intend to act, and have an opportunity to identify if that is the career they want to pursue Tese de Doutorado.

When looking for a practical activity during graduation, however, it is necessary to take some care. Otherwise, the consequences for the future professional may end up not being positive.

With the diploma in hand

Staying in the market, even if without a job, is the first tip for newly graduates. Activate your networking, attend events, keep your resume updated, take refresher courses, etc.

When an opportunity that fits your plans appears, the ideal is to accept, even if it is not yet the ideal wave. Even because almost nobody starts the professional life already with the work of dreams. It is essential to gain experience and this only happens by putting your hand in the mass Monografias Prontas.

Before you say yes, however, you have to pay attention to the traps. An important care at this time should be with the reputation of the contractor. Partnering with companies or professionals who are not well-known in the market – or who present questionable work values ​​and methods – may weigh unfavorably in the future.

If the option is to be undertaken, study a lot – general management concepts, the area in which you intend to act, your audience, competitors, the financial viability of the business, etc. It is common for young entrepreneurs to run headlong into the pot and end up making fatal mistakes. For those who are starting their career, trying, failing and doing again is part of the natural flow of things. But you do not have to put all your savings in the dark in a business that you do not know and you have no idea how it will work .

The first schools of higher education were founded in Brazil in 1808 with the arrival of the Portuguese royal family to the country. This year, the schools of Surgery and Anatomy were created Monografias Prontas in Salvador (today the Faculty of Medicine of the Federal University of Bahia), the Anatomy and Surgery School in Rio de Janeiro (current Faculty of Medicine of UFRJ) and the Marine Guard Academy, also in Rio. Two years later, the Royal Military Academy (current National School of Engineering of UFRJ) was founded. They followed the course of Agriculture in 1814 and the Royal Academy of Painting and Sculpture1. Until the proclamation of the republic in 1889, higher education developed very slowly, followed the model of training of liberal professionals in isolated colleges, and aimed at securing a professional diploma with the right to occupy privileged positions in a restricted labor market, social prestige. It should be emphasized that the non-university character of teaching was not demerit for higher education since the level of teachers should be equal to that of the University of Coimbra and the courses were of a long duration Monografias Prontas.

With political independence in 1822 there was no change in the format of the education system, nor its expansion or Monografias Prontas. The power elite had no perceived advantages in setting up universities. There are 24 projects proposed for the creation of universities in the period 1808-1882, none of which were approved3. After 1850 there was a slight expansion of the number of educational institutions with consolidation of some scientific centers such as the National Museum, the Imperial Geological Commission and the National Observatory Monografias Prontas. The expansion of higher education, limited to the liberal professions in few public institutions, was contained by the central government’s investment capacity and depended on its political will.

Until the end of the 19th century, there were only 24 higher education institutions in Brazil with about 10,000 students3. From then on, the private initiative created its own establishments of superior education thanks to the legal possibility disciplined by the Constitution of the Republic (1891). Private institutions have emerged from the initiative of Catholic local and confessional elites. The educational system of São Paulo emerged at this time and represented the first major break with the model of schools under the control of the central government. Among the courses created in São Paulo during this period are those of Civil, Electrical and Mechanical Engineering (1896), of the current Mackenzie University, which is a Presbyterian confessional. Over the next 30 years, the educational system expanded considerably, from 24 isolated schools to 133, 86 of which were created in the 1920s Monografias Prontas.

The idea of ​​a university mobilized generations of proponents and critics of this form of teaching. The project elaborated by the secular intellectual elite defended the public university in opposition to the model of isolated institutions and proposed the institutionalization of the research in its interior. Some countries of Hispanic America had universities in the colonial period, the first of which was created in Mexico in 1553, thanks to the imperial conception of Spain different from that of Portugal. In contrast, Portuguese pragmatism did not allow Brazil to have universities in the colonial period, and the formation of the higher education nucleus only began with the arrival of the Portuguese royal family. Its development was focused on professional training under state control. The model adopted combined the pragmatism of the Pombaline reform in Portugal (to liberate the teaching of the conservative obstacles that were responsible for the delay of the country in relation to the other Europeans), and the Napoleonic model that contemplated the divorce between teaching and scientific research Monografias Prontas.

In the 1920s, the debate about the creation of universities was no longer restricted to strictly political issues (state control) as in the past, but to the concept of a university and its functions in society. The functions defined were to house science, scientists and promote research. Universities would not only be mere institutions of learning but centers of disinterested knowledge. At the time, the country had about 150 isolated schools and the two existing universities, Paraná and Rio de Janeiro, were no more than clusters of isolated schools. It was on the basis of these debates that the provisional government of Getúlio Vargas promoted (in 1931) a broad educational reform, known as the Francisco Campos Reform (the country’s first Minister of Education), authorizing and regulating the functioning of universities, including the collection of annuities , since public education was not free. The university should organize itself around a nucleus constituted by a school of Philosophy, Science and Letters. Although the reform represented a breakthrough, it did not meet the main banner of the 1920s movement for not giving public exclusivity to higher education and allowing the operation of isolated institutions Monografias Prontas.

The period from 1931 to 1945 was characterized by an intense dispute between lay and Catholic leaders for the control of education. In exchange for support for the new regime, the government offered the Church the introduction of optional religious instruction in the basic cycle, which actually occurred in 1931. The ambitions of the Catholic Church were greater and culminated in the initiative of creating its own universities in the following decade.

The period from 1945 to 1968 witnessed the struggle of the student movement and of young teachers in the defense of public education, of the university model as opposed to isolated schools and in the demand for the elimination of the private sector by public absorption. The discussion on the reform of the whole system of education, but especially that of the university, was on the agenda. The main criticisms of the university model were: the institution of the chair, the compartmentalization due to the commitment to the professional schools of the 1931 reform (which resisted appropriateness and maintained autonomy), and the elitist character of the university. The professor for life, with powers of appointment or dismissal of auxiliaries, was considered as an obstacle to the organization of a university career and came to symbolize rigidity and anachronism. Elitism was reflected in the attendance of a small portion of the population, especially the most privileged strata. What was intended was the extinction of the chair, with departmental organization dependent on democratic decisions. This debate permeated the discussion of the Law of Guidelines and Foundations of Education, approved by Congress in 1961, which, unlike the 1931 reform, did not insist that higher education should be organized preferably in universities. For the “reformers” the LDB of 1961 represented a defeat and was considered a victory of the defenders of the private initiative, waving the banner of freedom of education Tese de Doutorado.

The military regime initiated in 1964 dismantled the student movement and kept under surveillance the public universities, seen as centers of subversion, resulting in the purge of important leaderships of higher education and the expansion of the private sector, especially since 19704,5. The 1968 reform, in spite of a civil rights deterioration, was inspired by many of the ideas of the student movement and the intelligentsia of previous decades: 1 – instituted the department as a minimum unit of education, 2 – created the institutes 3 – organized the curriculum in basic and professional cycles, 4 – changed the entrance examination, 5 – abolished the chair, 6 – made the decisions more democratic, 7 – institutionalized the research, 8 – centralized decisions in federal bodies. From 1970, the government policy for the area was to stimulate post-graduation and teacher training (IDCP).

In 1933, when the first statistics on education were available, the private sector accounted for 64.4% of establishments and 43.7% of enrollments in higher education, proportions that did not change substantively until the decade of 1960 because the expansion of private education was counterbalanced by the creation of state universities and federation with the annexation of private institutions.3 In the period 1940-1960 the population of the country increased from 41.2 million to 70 million (growth of 70%), while enrollments in higher education tripled. In 1960, there were 226,218 university students (of whom 93,202 were from the private sector) and 28,728 surplus (approved in the entrance examination for public universities, but not admitted due to lack of places). In 1969, surpluses totaled 161,527. Demand pressure led to an extraordinary expansion in higher education in the period 1960-1980, with enrollment numbers jumping from approximately 200,000 to 1.4 million, ¾ parts of the increase served by private enterprise. At the end of the 1970s, the private sector accounted for 62.3% of enrollments, and in 1994 for 69% 4. It should be noted that the choice of the public sector by universities that combine teaching and research has raised the costs of public education, restricting its capacity for expansion, and opened the space for the private sector to meet the demand not absorbed by the State. Nevertheless, the dynamism of the growth of the private sector in search of profit may have occurred at the expense of quality. Although the legal requirement of the 1968 reform established the unique model of higher education with the indissociability of teaching and research, in practice the system expanded through the proliferation of isolated establishments and few universities were able to institute scientific production. On the other hand, the lack of recognition of the convenience or necessity of heterogeneity, which condition the performance of the current regulatory agency (MEC), can stimulate falsity or formal compliance with norms, inhibiting the recognition of what may be positive or innovative in the alternative model. However, the insistence on the single model stimulates the private sector’s adequacy, generating additional demand in the post-graduation period, mainly from the public sector (better equipped for this type of education) and fostering research Dissertação de Mestrado.

From 1980 onwards, there was a progressive reduction in the demand for higher education due to the retention and evasion of high school students, the inadequacy of the universities to the new market demands and the frustration of the expectations of potential customers. In the 1990s, the ratio of high school graduates and places offered in higher education is 1/1 in the South and Southeast, 1 / 1.3 in the Midwest, and 1 / 2.5 in the North and Northeast.4 While in 1980 about 11% of the vacancies offered in higher education courses were not met, in 1990 the proportion passed to 19%. Between 1985 and 1993 the number of vacancies offered in higher education remained relatively stable, around 1,500,000, with relative decline in private sector participation. The internalization of higher education, which began in the 1950s, has been accentuated with one of the basic reasons being the creation of facilities or the search for clientele. Another response to the stability of demand was the sharp increase in the number of courses and the fragmentation of careers by the private sector to bring new offers to the market and thereby attract clientele. The fragmentation of careers (in various areas of knowledge) makes courses less expensive and converges to what happens in some areas in other countries.

One of the main transformations of higher education in the twentieth century consisted in the fact that they were also intended to serve the masses and not exclusively to the elite. In one of the studies of the 1990s, it was observed that in higher education, students from families with incomes of up to 6 minimum wages represented approximately 12% of those enrolled in private institutions and 11% in public institutions. In both the private and public sectors, the proportion of students from families with incomes above 10 minimum wages exceeds 60%, which demystifies the belief that the less favored are those who attend the private institution7. If, on the one hand, there is an expressive contingent of upper-level students coming from middle-income sectors, it is clear that the less fortunate do not enjoy the equal opportunity of access to higher education, be it public or private, not for lack of vacancies or reform of this, but for social problems and deficiencies of elementary education.

In the 1990s, the proportion of young people between the ages of 20 and 24 who entered higher education accounted for 11.4%, giving Brazil the 17th place among Latin American countries, surpassing only Nicaragua and Honduras8. It is not an honorable position that as commented on is not conditioned by lack of places in higher education, but by the number of high school graduates. The deficiencies of fundamental public education have been partially overcome by the excellent quality of teaching in private institutions. However, this market solution discriminates against the large number of the less favored population, which will remain so long as there is no improvement in income distribution, fundamental public education and the broader labor market. Some decisions of the Federal Government seeking to increase the supply of vacancies in elementary education and the offer of school scholarships seem to be appropriate, though by themselves insufficient, measures. The government’s own restrictions on failure in elementary school (as adopted in the State of São Paulo), if well understood by the teachers of the respective levels and perceived as increasing their responsibilities in the recovery of the students to which they are subject, represent another attempt to implement the population and to increase the number of secondary school graduates.


In the present of each student of higher education, two time and two lives coexist simultaneously: the past tense, which ends the life that was lived and which brought it there; the future time, which will open the door to the life that will be lived and that is being prepared there.
These two times have different importance in each individual, in the respective historical and social circumstances, and will determine the quality of the present life, in all its dimensions.
As Nico (2001) points out, although it is directly related to a certain epoch of life, since being a student “means, implicitly, for oneself or for the outside, to belong to youth” (Molinari, 1992: 72). student representation is always associated with an image of transience. Erikson (1985: 80) even asserts that being a student means belonging to a transitional group – eventually atomized and characterized by individualism and selfishness (Le Bart & Merle 1997: 11) – with an essential instability, a continuous metamorphosis, and distance from the family environment. Also Baudelot et al (1981, quoted by Molinari, 1992: 81) refer to student representation as being a “temporary social group and divided by studies, family environment and professional perspectives”.
To be a student of higher education is in many circumstances the construction of a daily balance, in which one tries to connect the more consolidated experiences of the past with the less and less clear projections of the future. Chickering & Reisser (1993: 50) even define the university student as an individual with an energy-filled present, but with an uncertain future and destiny. It is in this personal context – deeply embedded in a particular institutional, social, economic and historical context – that the scientific, technical and cultural qualification of the student of higher education takes place, taking into account their preparation for their personal and professional future.
In fact, in the general educational process of seeking autonomy, university attendance, particularly during the first year, becomes one of the main supports, with the help of which one builds up and consolidates the personal and often professional expression of each one (Dominicé, 1985: 122; 1988: 53). According to Snyders (1993: 6), the period of the student being a period of transition and preparation for a future professional and personal existence is a moment in which there are some contradictions between the “experiences of the past recent reality, the reality of the present and the expectations of the future. ” From the union of the three vertices of this vital triangle of the university student, will be born an individual polygon and unique, depending on the preponderance of each of the vertices in the life of the university student.

An important change in the profile of university students has, however, occurred in the recent past of Portuguese higher education: the growing number of adult students attending Higher Education, particularly since, at the level of secondary education, new modalities have been implemented of Adult Education and Training – highlighting here the processes of RVCC / Recognition, Validation and Certification of Competencies – that have recaptured hundreds of thousands of adults for the formal qualification courses, some of whom have reached higher education institutions.
In adult students, the highest age and professional, family,
political and civic, promote a different way of being a student, since attitudes, projects and the capacity to deal with educational situations take on new, if not more precise, contours.
Whatever the approach used, it seems certain that the classic student’s time is far off, which, according to Snyders (1993: 23), was the individual who started high school, leaving secondary school, and did not yet have a family. of all their time to study, in an exclusive occupation in their formation. In these new audiences of the University, other profiles and typologies learn begin to appear:
i) student-workers, already frequent in higher education, but never with the dimension they presently assume;
ii) part-time students (Knapper & Cropley, 1991: 48; Hodkinson, 1994: 21), individuals who do not assume their academic life as their most important dimension and combine it with other dimensions;
iii) intermittent students (El-Khawas, 1996: 66), a reality that is present today and which results from the existence of individuals who alternate periods of academic attendance with some periods of absence.
These different categories are now a reality that is expanding in the university context. This fact has made the institutional need to ensure adequate and compatible answers to new demands arising from the different equations of life that each of these groups of students contain inside yourself.
If there are students, for whom the experiences of the past continue to preponderate in their life, making it difficult, so often, to make a proper transition, others.
There will be colleagues in whom the daily negotiation of the circumstances of life consumes them all the time and energy in a constant attempt to find a comfortable balance.
Concerns about the achievement of personal and professional projects, projecting in the present an already well-defined image of the future, are the dominant feature of one of the categories of university students, in which the personal dimension may be more stabilized: student-workers . For students of the other categories, the relationship built in the present between the past and the future is often a difficult exercise and an unpredictable solution.
In this small reflection that we present here about the vital circumstances of the individuals of higher education, we think that one of the most important variables of the personal equation that each one establishes and solves in his university student present time: the vocational dimension.

Despite the institutions’ growing concerns about the adequacy of curriculum designs, especially in the initial and final segments of the qualification courses, students do not always find, in the first year of university attendance, the desired and conscious extension of their academic projects. As Nico (2001) points out, if the entry into higher education for many students does not mean a new academic stage, in a path already outlined for others, nor does it mean the beginning of a new project. It will only be the successful achievement of a great purpose, which was to enter higher education.
On the opposite side of the qualification course, the previous reasoning also applies: presently, the conclusion of the academic stage in teaching means less and less the beginning of a professional course and, increasingly, only the completion of a moment in the vital process of qualification.
In these conditions, the vocational dimension of the students of
adequate from the vocational dimension to reality, adapting the future to a pleasant present;
– Vocational resilience, which manifests itself in certain situations, in which the need of the individual is verified, not abdicating their vital projects, finding the most adequate responses to the present circumstances, so as to make them instrumental to their medium and long-term, trying to adapt the present to the future of which it does not want to abdicate.
– Vocational conformism, which may occur when some individuals, in the absence of well-defined vital projects, or faced with a sense of incapacity, regarding the changed circumstances
(Jarousse, 1984: 207) and settle for the situation they live in a relatively stable equilibrium between an absence of future in any present;
– Vocational crystallization, which becomes evident in all those students who temporarily suspend the realization of their deeper vital projects, using, in an instrumental way, the circumstances of the
thus ensuring their academic and professional survival, in a strategy of letting the present pass to fulfill in the future, the projects of the past.
This vocational dimension – and concomitantly curricular, in higher education – is, in our opinion, a fundamental area so that, through personalized (Incyan, 1988: 60; Garin, 1988: 66; Stern, 1992: 20) to the vocational profile of each individual, to create the conditions for the existence of curricular pathways that prevent the existence of phenomena such as strategic conformism (Zeichner & Gore, 1993: 101), conformist success (Menezes, Costa & Paiva Campos, 1989: 60) or the realistic conformism (Nico, 1995: 25).
None of the above behaviors corresponds to evidence of superior training with the quality inherent in its own nature and designation: superior.


After preparing for the college entrance exam, choosing the educational institution and the dreamed entrance into college, it is time to start school, which is not a simple task, as one might think. Entering the university brings enormous changes to the student’s routine, which must prepare for them in order to avoid inconvenience, adapting to university life in the best possible way.

Thinking of helping you in this new trajectory, we have prepared a guide that contains the main and most important information about daily life in college. In this post, you will know about routine organization, study planning, ways to make the most of the course Dissertação de Mestrado, techniques for good grades, ways to maintain good relationships with teachers, mistakes you should avoid etc. Check it out!

Each person faces the entrance into university life in his own way, having particular facilities and also specific difficulties. Those most applied in the studies may feel uncomfortable to interact socially, while the more sociable may have little capacity for concentration or focus, for example. There is, however, a common challenge for all new entrants: that of adaptation.

The university should adapt to a series of routines and activities, turning their efforts to meet the demands of higher education, which may require a certain reorganization of the daily life they had before entering college. Whatever undergraduate is taking, the student will take an average of 20 hours per week with classes, not counting the time allocated for reading and solving exercises.

This new time-use dynamic changes the person’s daily life and generates a series of other changes related to potential waivers that the student will eventually have to take to be able to account for their academic activities. Evaluative periods usually require students to spend more time studying for exams, which causes other actions to be left out.

Another considerable challenge concerns finances. It is clear that the type of financial condition will influence the way the student handles his or her expenses. But regardless of that, it is certain that a college course generates several costs, which may include the payment of tuition and fees, the making of copies of materials, the purchase of books and travel and food expenses.

The student should still have the maturity to list his priorities in university life, which can be difficult. This includes both making choices linked to academic training and the kind of emphasis it will give in its formative process, as well as being able to pool the responsibility for studies with the various interactions and fraternizations that the university environment provides.

The key is to study, learn the options and seek balance. The college is a unique space that offers opportunities that go beyond the classroom, covering academic activities as well as monitoring, extra courses, scientific initiation and extension actions, as well as socialization and leisure activities. Faced with this world of possibilities, the student needs information and focus to get along.

For this to happen, it is crucial that the student knows his course and his university thoroughly. It is fundamental that the student has access to the pedagogical project of the course, learn about the composition of the curriculum of the undergraduate curriculum that is studying and research on the opportunities of extra courses, activities to support the teaching and projects that the college offers.

With this information, the student can plan his / her academic career, which confers a differential in the life of the graduate and positively reflects the performance of the trained professional, who will have had a focused and focused trajectory. The student can choose to be a monitor of disciplines or participate in monitoring, compete for a scientific initiation, attend certain electives, among other initiatives.

By having extensive and in-depth knowledge about college and course Monografias Prontas, the college student tends to meet the requirements of his or her degree with greater ease. This includes looking for the internship at the right time and in the right place, making the right choice of subject and mentor in the case of courses requiring completion work, and completing the usual required workload.

Other essential information – and not usually given in college – concerns the need for balance. As in almost all contexts, too, extremes in college should be avoided. Therefore, the student must balance his / her university activities with those of personal life in order not to neglect any of these two spheres, which are fundamental to the well-being and the success of the person.


The first action in order to organize the university student’s routine is the identification of the student, personal and professional activities that make up his daily life.

From there, the student can plan the development of his / her tasks, dividing them according to the priority of each one and according to their availability of time and money. When planning, it is necessary that the student takes into consideration the number of disciplines to be completed in the semester and have an agenda, where you can write down your student obligations and deadlines.

In it, it is recommended to schedule important dates, such as taking tests, submitting papers and delivering assignments, establishing a schedule, as well as scheduling the readings to be done, creating a timeline.To make this organization effective Tese de Doutorado, it is important consider the hourly load required to carry out the activities.

Thus, in addition to the classes, the student should manage their time to read texts, to do exercises and to study – for tests or not. This management should be applied to the other tasks of the student, especially those who have greater flexibility, such as leisure activities.

It is essential that the student can balance the distribution of his daily tasks to avoid overload and excessive fatigue, which can be done by dividing study activities into periods with intervals. Regardless of the student’s purchasing power, it is worthwhile for him to organize himself to cope with the costs of college, especially those who, because they are smaller, do not seem to be so important. In this way, the student needs to pay attention to the money to make copies and prints, to snack, to acquire specific materials to the course and to buy books, if it is necessary.


Faculty is, par excellence, the place to develop new skills, since the university’s main function is academic training. However, the university, alone, does not form anyone. In order for the development of new skills to occur, the student needs to put his hand in the mass, which means studying, taking extracurricular courses, engaging with practical activities and participating in projects.

It seems that we are raining in the wet by reiterating this, but certainly not the case, since it is imperative to study to develop new skills. Reading and solving exercises allows the student to know in detail and even master theories related to the course they are doing, which leads the student to have specific skills in the area of ​​study.

In addition to studying, the development of new skills requires practical activities, such as classes, internships and technical visits Dissertação de Mestrado, which are mostly offered or directed by the university itself. But, there is nothing to prevent the student from seeking, on his own account, to improve the practical knowledge built, which should be within what is ethically and possible, obviously.

Another very effective way to develop academic skills is through the participation of scientific and teaching projects coordinated and carried out by university professors. The student can act as a monitor of a course discipline, carry out scientific initiation activities in projects or carry out extension actions, linked to the professional practice of the training area for the community.

Along with academic skills, it is recommended that students pay attention to the development of their social skills. In addition to interacting with colleagues, graduates can already establish and even strengthen their network of academic contacts, which in the future may become a significant part of their professional networking. Already in college you can find work partners.

Having the ability to measure leisure activities with a satisfactory routine of study is, in most cases, one of the great challenges of the university student, deserving a specific topic of orientation. This challenge comes from a simple reason: the university is a space not only of studies, but also of interaction and coexistence between people with different characteristics and desires.

When entering a university course, the student is faced with people who have similar inclinations and tastes with regard to, at least, the professional choice, which already has a certain affinity between colleagues. Thus, it is natural for links to be established that go beyond the classroom and often lead to different types of interactive activities outside the walls of college.

From this perspective, it is quite common for groups of students with a higher level of affinity to come together to fraternize. In addition, the promotion of various parties by students from different university courses, of which a great number of students participate, is very frequent. There are usually parties every week – sometimes even every day! – activities that come to compete with classes and other academic requirements.

In addition, in the universities themselves, cultural events can be held in order to promote both integration among students and contribute to their humanistic education. These Monografias Prontas initiatives are extracurricular and, in general, do not coincide with the course period of the courses, but also occupy a certain amount of time in the student’s routine, which depends on their daily tasks, is usually precious.

Another usual initiative is the promotion of academic events through the university, such as congresses, workshops and technical visits, which help to consolidate the knowledge built by the students and increase their network of relations in the area of ​​study, having a considerable weight in the professional’s curriculum. It is crucial that the student balances his or her time in order to participate in these activities.

Also sports and cultural integration activities are generally encouraged by the university. There are institutions that have athletics and organize sporting events that bring together colleges from all over Brazil. They also promote talent shows and have programs that encourage students to go to other countries to participate in fairs, competitions, conferences, courses, etc. This kind of interaction is very important because, in addition to relaxing and entertaining, they contribute to the formation of future professional, who will have more experience and traquejo in their performances.

Faced with so many possibilities for recreational activities, the university needs to be able to balance its student responsibilities with leisure options Tese de Doutorado. This does not mean that he needs to be deprived of them. Quite the opposite! It is fundamental for your psychological health and social experience that the graduate has moments of relaxation in order to interact and have fun with his college friends and friends.


To find out how to get the best grades, you do not have to think much, since there is no miracle, the business is studying! However, the adoption of some measures may contribute to the optimization of studies as well as to the achievement of good evaluative concepts. Various actions may be useful, such as periodic review of content, prioritization of more difficult subjects, and development of study strategies.

Having a study routine, if possible, daily, is very important for learning. However, this is not an easy task, mainly because many university students need to combine academic activities with professional tasks, which reduces the time of dedication to studies. Still, the student needs to organize his / her time to study periodically, be able to satisfactorily retain the materials and do the assessments.

Another effective strategy for getting good grades is to prioritize those subjects where there are more difficulties Dissertação de Mestrado. Because there may be a shortage of time, in addition to being natural for people to be more easily accommodated in certain subjects than in others, the student needs to identify the subjects that are most difficult for him, devoting more time to his study. This increases the chances of balancing performance across disciplines.

It is also necessary for the university to find the study strategies that most match its profile. There are people who need to note the teacher’s explanations, others make association schemes between content and those that just need to read and solve exercises. Knowing what else works, the university student can learn more easily, and consequently get good grades.

It is important to point out that more important than getting excellent grades is learning. And this must be considered because often the grades obtained do not reveal what was actually learned and will be required in the exercise of the profession. The evaluation tools used by teachers do not always measure learning, so the student should be really concerned about learning.

Teacher and student are the main actors of the educational scenario, with the role of the teacher to mediate and facilitate the apprehension of knowledge by the student, which undoubtedly requires a kind of partnership between them. For this reason, the establishment of a cooperative relationship between student and teacher is fundamental for the teaching-learning process to take place satisfactorily.

As the university student has come from a longstanding trajectory in basic education, he somehow probably knows that having a satisfactory relationship with teachers is important. However, it is necessary to take into account that in higher education there are other issues involved, for example, the type of behavior that the teacher expects and charges the graduate.

If, in elementary and secondary education, teachers developed more directed and student-oriented activities, following them more closely in college, teachers base much of their work on student autonomy. This means that the university should be able to plan and organize to do what the teacher asks for, especially, the compulsory readings to be discussed in class.

The cooperative relationship between teacher and student begins there: with due compliance with the proposed actions Monografias Prontas. In addition, each teacher has his style and methods of work, which the university does not always adapt or, for a plausible reason, agrees. If this happens and there is openness of the teacher, it is essential that the student converse with him to try to improve the learning conditions.

In particular, in such cases, it is imperative that the student has and shows respect for the teacher, which includes talking directly with him, rather than talking to the course coordinator or the teaching staff of the institution. Talking about the teacher with his co-workers or superiors, besides being totally unethical, shakes off any previously established relationship based on cooperation.

One behavior – and recurrent practice – that the university student must avoid is the pull-saquism. It is quite natural for the student to identify himself and to have great admiration for one or another teacher, which sometimes causes the student to approach the teacher to know more about the discipline or to develop researches together. But, this should not be done from excessive adulation, which can cause discomfort.

In addition, traditionally, the relation between student and teacher is posited as being asymmetrical, with the teacher having certain power, which is conferred to him in a hierarchical way. This type of relationship is often questioned by education theorists, but it is still practiced frequently. In order to avoid problems, it is recommended that the student Tese de Doutorado perceive the teacher’s posture to know how to act


Most people who enter college are in early adulthood, a phase marked by many changes linked to the demands of behavior and responsibilities. It is common that, at this stage of life, the person is not yet fully mature, which can lead to wrong choices. Added to this, the university environment itself, characterized by autonomy, is conducive to wrong choices.

In this sense, some measures must be taken so that the student does not err or at least commit a smaller number of errors, which are usually associated with the underestimation of the importance of university education and lack of commitment in the studies Dissertação de Mestrado. Having misconceptions about these two aspects generates a series of other slips that may even jeopardize the future professional of the then student.

The university period is one of the most important stages in the life of the individual, since it is when he is prepared to exercise the profession he has chosen. It is therefore the time to learn, to ask, to interact with colleagues, to exchange ideas, to seize opportunities. Many people fail to take on the dimension of the importance of these possibilities by focusing on just one or a few of these aspects.

The objective of the university is to form the student who, for this, needs to study. However, it is very often that students do not take their studies seriously, failing to read the required texts and doing the exercises, gluing to the tests and always being on the side of some colleague. These types of behavior contribute to the formation of a professional of poor quality and uncompetitive in the market.

As we try to show, university life can have its ups and downs, situations that will depend much more on the student than on any other factor, and can therefore be controlled by the student himself. In this way, it is up to the graduate to plan, organize his routine, establish good relations with teachers and colleagues, avoid inappropriate behaviors and seek the balance of his actions.

The most important thing is that the university student Monografias Prontas can make the most of everything that the university can provide, taking care not to neglect his academic training and also the social interaction with his colleagues and friends that he will make throughout his career. In that sense, the rule is dosing. To get the most out of all your college activities, the student needs to account for balancing them.

After people graduate from college, it is quite common to hear a good many of them who miss college time or who would like to go back in time to take more advantage of the training and opportunities offered by the university. This is another piece of evidence about how interesting college life is, and how it should be lived intensely, but responsible for the student Tese de Doutorado.