I finished the college. Which way do I go now?

What will you be when you grow up?”. This is one of the most frequently asked questions between childhood and adulthood. When we finally get a training and it seems that the question has already been answered, other doubts arise. And when we finish college, comes the question, “I’ve finished college, and now?” This is one of the reasons why vocational guidance is so important and can be even more effective when practiced by a psychologist Monografias Prontas.

When finishing college and facing the professional performance, it is common to question whether the choice was right or not. In these cases, it is not worth comparing with friends and family, as each will undergo a different decision process and all this depends on self-knowledge Dissertação de Mestrado.

A profession for life
The pressure that surrounds the chosen career, the eagerness to be a successful young professional, and the expectations of the family under his choice are factors that further raise doubts about what to do when graduating Tese de Doutorado.

At times, what frightens is “forever”, the fact that it is conditioned to experience only one profession, contrasting with the many options before entering college. But it is worth remembering that it is always possible to change course, take a new course, choose a different path. Incidentally, these career changes are becoming more and more common.

Does training determine the profession?
In the current job market, it is not only the academic formation that defines the area in which the professional will act. Their skills and competences, whether they are developed at university or not, are very important part in evaluating managers on the team and how each individual can contribute. It is increasingly common to find physicians acting as administrators, engineers as “marketers,” journalists as trade negotiators, as well as several other examples of entrepreneurs who have emerged from all possible backgrounds Monografias Prontas.

This is because sometimes, even with a great interest in the area of ​​training, the way of working, the existing vacancies or even the remuneration can make the professional change his mind. Of course, all these analyzes must be done even before graduating, but it can happen from closeness to practice to bring about a new aspect of the profession that was not understood until then.

Who can help?
It is normal to feel embarrassed to share this doubt with parents, friends and family in general. After all, it is expected that the newly formed will begin to work in their areas to develop and gain recognition. In this case, the search for some kind of therapy can help a lot. When talking to a psychologist, you will feel more comfortable, since you have no bond with him Tese de Doutorado.

The psychologist, on the other hand, will conduct the sessions in order to awaken a greater understanding of his vocation, causing you to reflect on the points that bring you uncertainties and fears, those that prevent you from following or completely changing the route, and so , contribute to your decision-making process on what will be your next step after training Dissertação de Mestrado.

Have you graduated and do not know how to follow in your professional career? Do not hesitate to seek help from a psychologist!


The most expected moment of every student is when they form.

Presenting CBT after going through all the subjects and getting rid of college is what everyone wants Monografias Prontas.
It was no different with me!
Wearing social clothes to go to college is one of the hottest sensations there are (this is if you do not go straight from work where you wear social clothing). The sense of accomplishment, fulfillment after seeing all your efforts being rewarded is wonderful!

However, everything a day ends and no longer have the guys around, support from the teachers or even the change of routine can leave us a bit lost.

Then we came to the question: “NOW?”

Some points that should help:

Your colleagues have the least affinity with you for the simple fact that they are taking the same course as you. Keep your networking because most of the time, you are on the same rung of the ladder and can continue to climb together and, why not, work together or take other courses together?

It is ideal that in course you are already working in the area. But not everything is lost. Many companies open trainee vacancies and many others open specific vacancies for new graduates Dissertação de Mestrado.
So, this is the time! Update your resume on linkedin and most importantly, the version you present and keep your friends and network aware of it. And do not expect an opportunity to come from beyond by offering you an extraordinary salary because this is not going to happen!

They taught us and can continue to teach us. Making doubts and helping in decision making, guiding is something that every teacher does, regardless of the situation. Our masters have specific knowledge and conviviality with many people and can be an extra strength, especially if you choose to pursue an academic career.

A great way to test what you’ve learned is to write about. Articles, work, and research are not necessarily unique in that you choose to pursue an academic career.

Writing about what you have learned will help your brain to exercise memory and you can focus on your area of ​​interest.

After a good time focused on the studies, it is good to rest. To mend a course after another, coupled with pulled work and “earn a living” efforts, especially to those who are starting their professional life, will only disrupt. Stress and other health complications will bear fruit. If you have family to care for then it will be extremely uncomfortable and inconvenient Tese de Doutorado.

Have some time for yourself and take the time to relax, unwind. The brain needs different stimuli and after years of study it deserves it! But do not let it rust =)

Most undergraduate courses do not have as strong English. For the most part, the grid provides basic and technical English. In the case of those who are in the area of ​​technology, mainly English is fundamental and used daily. Improving your English is a great time Monografias Prontas.

Another way to take advantage of time is to take quick and specific courses in the area where you work and enjoy acting. Most are not expensive and help with specific knowledge and curriculum. Online courses are a good request. Even Harvard offers free online courses.

There are also these

“Do not anticipate your choices. Take them easy. ”

Many finish college and already want to “mend” a post. Not that it’s a bad thing though, do it calmly and choose well not to regret it. There are several options for courses and you can choose academic (Master and Doctorate) or professional career, being able to choose an MBA Dissertação de Mestrado.

Today there are many institutions offering a wide range and modality of courses. As much as you are trained in a college that does not have great recognition, it is possible to improve your curriculum because a postgraduate degree will have greater weight before graduation.

Even if you have finished your college and are not satisfied with your choice, there is still time! Attending another college may not be a problem, and you can still earn precious time invested previously in order to take advantage of studies, provided they have the same programmatic content and the same workload Tese de Doutorado.


Four or five years in college, internships, Tese de Doutorado, assignments, and the completion of college in the midst of the global crisis. Whoever goes through this situation asks himself all day: how can I get a job if almost nobody is hiring?

The psychologist by training and executive director of a website exclusively dealing with Human Resources, Willyans Coelho, gives the tip “Forget the crisis. With or without her, you have to look to be a good professional to get the best job. ”

If it is already difficult to get the dream job in the market, imagine looking wrong? Coelho explains that the best procedure is to register the resume on the website of the company in which you are interested in working Dissertação de Mestrado.

“With the technology we have available today, no recruiter will be looking for a candidate on a stack of printed resumes or even those who arrive by email without a clear direction. For the site, the curriculum will be registered directly into the search system used by the recruiter, so the chances of being found will be much higher. ”

A good networking relationship made up of college professors and friends from the same area can be salvation in times of crisis. “A friend who got a job, can tell you to another place in the company. So it’s essential to stay in touch. ”

The executive director also explains that there are some sectors that suffered more and others less impact with the crisis. The industry is shrinking, trade has had an initial impact, but it already shows signs of recovery. On the other hand the area of ​​services seems not to have been affected, this way companies like call centers, for example, that continue to expand are good places to seek a vacancy Monografias Prontas.

“It stands to reason that when we talk about call centers comes the image of working as telemarketers or telesales operators. But not only that, as they grow up, these companies also need other professionals, such as administrators, engineers, speech therapists,

psychologists, journalists, and others. ”

Those who are unemployed can take advantage of them to seek higher qualification. Some companies have vacancies but do not have professionals who fit the requirements. Coelho explains that this is common in sectors such as Information Technology, which even with the crisis still has many open positions, but lacking professionals with the right profile.

“Whether it is a crisis or a crisis, one has to try to be better at what he does to seize opportunities. Even when there are many places available, without a proper qualification, you will not be hired. It is not by having open positions that companies will hire anyone to fill them. ”

Now, just follow the advice and cheer to get the vacancy!

I finished college, what now?

If entering a college is already a difficult task that involves a lot of responsibility and study, finishing it and deciding what to do next, it can be more complicated still Monografias Prontas.

When we are 18 years old, we have to choose which profession to follow for the rest of our lives (even if we do not follow it, there is this pressure) and pass the entrance exam. Whether you make that choice or be approved in a good university depends only on yourself. Yes, regardless of family pressure to be the best and please everyone, it is up to you to study and devote.

Already when you are in the position of training and need to enter the job market, the hole is below: it is the society that has to accept you and, wherever that happens, it does not depend on how many hits we have on the issues of physics and biology , but how we behave and relate in society Monografias Prontas.

Give the market what it looks for
Do you express yourself well? Can you have a conversation with someone you’ve just met? Can you state your ideas and thoughts clearly? Can you think about difficult social situations? Anyway, are you a sociable person and “easy to deal” or is someone overly shy or described by others as antisocial? Dissertação de Mestrado

When they hand you the straw, before customers appear at your door and before they give you a job, you need to relate to people. You need to be able to talk confidently about what you do, dare to expose yourself to social interactions and deal with them intelligently. The market will not buy you just for what you know, it will buy you by the way you know how to “communicate” what you know. It is not enough to be; Of course not all people are sociable, and if you are one of them, you probably have not chosen a profession where communication is the strong job. But in any case, if it presents itself well and “selling” is essential for any type of work, even the most internalized. Or the opposite also happens: an extremely sociable and communicative person is not always synonymous with knowing how to communicate. The excess is also frowned upon and shies away from the good opportunities Dissertação de Mestrado.

Aligning the curriculum to the image is fundamental
At the same time, the academic curriculum has to be connected. What every student should pursue during graduation is integral development, not just attending classes, but actively participating in them, engaging in extra-class projects and doing internships. These activities will help not only professional development but also your intersocial skills.

Denise Fernanda Voltatódio, who graduated from law school last year, said she had no difficulty in finding a job in the area. “I had been interning since the first year of college, and then when I graduated I received a proposal to stay in the office, but as a lawyer. The OAB has always been a concern, but over the last year I dedicated a lot, because I had a lot of money, my job depended on it and also for all the years of college. The test was not easy, but with a lot of study it was possible to pass in the first one, “says Denise Tese de Doutorado.

If you, dear reader, are having difficulty entering the labor market and do not know what you are doing wrong, start by analyzing and modifying what you think is necessary. Talking with a colleague or friend that is already inserted helps a lot as well. And I say the same to the dear colleagues of the Law who choose to give Public Tender. It is not just passing a test, being open to the people in which you will relate every day is quality of life for them and for themselves.

I’m in. Now, how to grow?
Another issue related to the agenda is to remain in the labor market. In order to do this, it is necessary, after graduation, to make a short-term career planning in order to direct it to a specific area or function. Only the undergraduate course is no longer enough today. It is necessary to be always updating ourselves, taking new courses and acquiring new skills, or even deepening those already acquired. Cultural exchanges, postgraduate courses, language courses and free courses are the most sought after. But beware that you should not do these courses randomly. Look for those that have more relation with your work in the labor market so that later you can use this knowledge acquired in the day to day Tese de Doutorado.

Briefly, being successful professionally is not just doing a good degree as we thought it was at age 18. Our success is an ever-increasing uplift. Like everything else in life, the balance is AND deceive those who say curriculum is the key.

What will happen when I’m in university?

The entry into Higher Education is a reason for celebration for many students who have just arrived in High School, because they have conquered their place in the university space, thus overcoming a social barrier of acceptance and often attending to the demands of parents or family. There are, however, own expectations from the moment of entry, linked to personal constructs that are susceptible to confirmation or not, and may change or cease to exist, according to the changes that occur throughout the academic life and that can generate difficulties so that the student is integrated into university life.

According to Soares et al. (2014), due to the many changes that the student finds in entering Higher Education, the adaptation can be difficult because, beyond the expectations created by the student, there are critical changes that relate to life in the university environment: the subjects follow with more flexibility , each class takes place in a less sequenced way than in school, the schedule is more flexible, teachers perform functions, such as teaching, regulating subjectivities, analyzing and evaluating the group of students, and drawing a relation between what was taught in room and what happens outside of it. All this can bring several difficulties in the process of adaptation to the university and, in some cases, generate dropouts.

Another issue that requires special attention in terms of expectations and difficulties of adaptation is that there is a very heterogeneous group of students today. The current profile of students attending university has changed over time. Education has ceased to be elitist and students of the most disadvantaged social class make up the new university body, since access to Higher Education has been progressively democratized through a policy of affirmative action. Although access has been made flexible, the student’s stay in the Institution of Higher Education (HEI) is still a problematic issue.

According to the National Institute of Studies and Educational Research Anísio Teixeira (INEP, 2014) are listed 2,391 institutions, 301 public and 2,090 private. The total number of courses offered increased to 32,049, including attendance and distance, between public and private HEIs. Private institutions accounted for 21,199 total courses. The number of enrolled in the general total increased to 7,305,977 in institutions nationwide, 1,932,527 in the public and 5,373,450 in the private. These data represent a growth of 3.8% in the years between 2012 and 2013, being 1.9% in the public network and 4.5% in the private sector. The total number of tickets in Brazil in 2013 was 2,742,950 (17%), of which 531,846 were public and 2,211,104 were private. The total number of graduates including the two modalities, that is, attendance and distance, was 991,010, of which 229,278 were in public institutions and 761,732 were in private institutions (INEP, 2014). It is important to note that the difference between the number of students enrolled and the number of students is very different.

It should be pointed out that diverse factors can contribute to the change of course or to avoidance in Higher Education in Brazil in both private and public institutions. According to Silva Filho, Montejunas, Hipólito and Lobo (2007) are issues related to the academic context, but of different natures. According to Igue, Bariani and Milanesi (2008), the expectation of the university is one of the factors relevant to the adaptation, integration and satisfaction of the student and, therefore, can influence in their stay in Higher Education, since most of the time is what stimulates or discourages the continuation of the financial investment and / or time to complete the chosen course (Silva Filho et al., 2007).

Polydoro’s (2000) research indicates that, usually in private institutions, the problem of avoidance is related to financial problems. The Mercuri study (1999) points out as causes of avoidance a low degree of commitment to the course, financial problems, housing and problems of academic integration, as well as aspects related to family and friends. In the study by Vasconcelos, Almeida and Monteiro (2009), we present the choice by mistake of the course, the difficulties to follow the institution’s requirement level, as well as the frustrated expectations of the students, among others.

Expectations about the academic environment may be related to strictly academic issues such as the course, the subjects, the assessments regarding social and interpersonal relations, study environment, equipment provided by the institution of Higher Education, etc. It is from the academic expectations that the student envisions an adequate environment his / her competences. The consonance between their capacities and the idealized environment leads the student to be stimulated, otherwise he may be discouraged and have difficulties in adapting to the student environment (Almeida, Ferreira, & Soares, 1999; Schleich, Polydoro , And Santos, 2006; Soares & Almeida, 2005). It is worth remembering that, academic expectations involve thoughts that define what the incoming student expects from the institution of Higher Education (Howard, 2005). The mismatch between expectations and what the university offers can trigger several disappointments with academic life (Pachane, 2003). The commitment to the institution for the student is linked to the expectations about the institution in order to graduate, is related to the training or obtaining the diploma. In addition to these, internal and personal or external factors include students and the institution and can determine the permanence of these students in Higher Education (Bardagi & Hutz, 2009, Basso & Soares, 2013, Mercuri & Polydoro, 2003).

According to Nadelson and Semmelroth (2013), students’ initial expectations are generally good with respect to what they will find at university. A set of previous experiences in different fields of life, such as professional, social and family, influence the diverse choices and trajectory of the student in his academic life. Some may be related to success and recognition as a professional in the field. In this field, they are associated with a high pay or a personal and professional status that the career offers. Admission to a particular course is not necessarily the first choice of the student. In this way, he can use what he learns in this course in another course. This second option is usually the first choice of the student, who was unable to attend for some reason.

Even before joining the university, students show expectations related to various points about it. According to Aguiar and Conceição (2009), the assumptions of the students are strongly related to the scope of social relations, friendships, and the fact that there is the possibility and curiosity to learn something more pragmatic. According to Marques et al. (2011), when expectations are not linked to a future vision about the profession, are usually around the university itself and what it can offer. They can relate to the quality of the teaching staff and the subjects, which is reflected in the learning during the course. Infrastructure is also a recurring issue, what can be offered, of products and services, within the university and, for example, whether the university library is complete.

Often, students’ initial expectations are unrealistic and not fulfilled throughout their academic lives (Fernandes & Almeida, 2005). This fact can often bring difficulties related to performance, to experiences and in some cases can be determinant for the withdrawal of the course. The process of adjustment to life in Higher Education depends on several personal and professional factors, and may be related to the aptitude, that is, how the student was prepared to face that process, or linked to the assumptions, which refer to what and how much the student waiting for your course and your educational institution. According to Igue, Bariani and Milanesi (2008), there is a difference in relation to the previous preparation, the initial expectations of the students and what the university offers. When faced with these differences, a series of antagonistic feelings can occur, which is preponderant to the success or failure in the academic environment.

Throughout the academic-university life, many expectations are undone, some are maintained and others modified. The more they are realistic, the better the student will be able to face the difficulties and the more easily the goals can be achieved. Thus, students tend to have a better academic performance than others who have overly optimistic and less realistic ideas (Fernandes & Almeida, 2005). According to Almeida et al. (2003), this aspect was found to be higher among younger, female and displaced students of the family. The main conclusion of the study is that those students who have higher expectations are more susceptible to frustrations, which may be negative in terms of continuity in the course.

Some students, in order to achieve their goals, are those related to the status that the professional formation can take, the remuneration that can be received or simply reaching the end of the course, look for work within the university, having a deeper contact with a certain area of ​​the course , being able to feel, in practice, how is the professional performance in this area. With this, the student can see the profession in a more realistic way and, consequently, adapts better to this new reality (Almeida, Costa, Alves, Gonçalves, & Araújo, 2012). The student who has the closest suppositions to reality is less vulnerable to frustrations and disappointments in academic life (Almeida et al., 2003).

Admission to the university also generates presumptions about how the student will be received into it. Rituals such as trotting can be desired if understood as a moment of integration, but can also be feared and experienced as a situation of segregation and violence. There is a great apprehension of the new students regarding this event: some are afraid, others see it as an important rite of passage, and in other cases there is a desire to relate to other people and to integrate. This is part of expectations related to interaction and friendships (Aguiar & Conceição, 2009). Mauritti (2002), in a descriptive study of characterization, highlights the difficulties and changes that students pass along their academic trajectory, pointing out that students from disadvantaged social classes tend to seek solutions so that adaptation is facilitated and that, despite there are learning difficulties stemming from failures in basic education and greater financial difficulties, these students tend to look for occupations that can supply them, working in the university itself or in internships in some area of ​​interest.

According to Igue, Bariani and Milanesi (2008), integration into the university is paramount in the important decision to remain or abandon the objective of completing undergraduate courses. Almeida et al. (2003) point out that, in foreign studies, half of the students have difficulties in adapting to the university and that this can bring obstacles, besides generating more cases of psychopathology. Some of the reasons why ideas about the course are adjusted to the existing reality are related to the interpersonal difficulties of the students and the rigid methods that some courses use. According to Gonçalves and Lima (2007), it is important that the management methods are more democratic, flexibilizing some structures and stimulating the involvement of the people, which facilitates students’ access to materials and, consequently, to knowledge. With this, the conditions for learning are improved.

Some empirical studies have also associated academic expectations with student performance during the course. According to Fernandes and Almeida (2005), in a study that aimed to analyze the association of school performance with the initial assumptions of the students and their academic experiences evaluated in the middle of the school year and the levels of investment achieved at the end of the first year of university attendance, verified that students of engineering have higher academic performance and lower expectations related to institutional, social / interpersonal constructs. For students of Economic Sciences, in terms of behaviors, students with better income present lower values in terms of personal and social / interpersonal investment. The main conclusion of the study is that students with higher academic achievement, compared to those with poorer backgrounds, generally think more realistically about university life and demonstrate greater security in their choices and the path they intend to take in of their courses.

According to the literature on expectations and academic experiences and the importance of these constructs in the student’s stay in the academic environment, the objective of this study was to know the academic expectations of Brazilian university students of the first year of Higher Education.


Thirteen students from different areas of knowledge participated in order to contemplate the specificities of different courses. The ages ranged from 18 to 24 years (M = 19.54 and SD = 3.1). Five of the participants were from the Psychology course, two from History and the others, with only one participant respectively, were from Mathematics, Statistics, Biomedicine, Engineering, Nursing and Administration courses. Eight students were female and five male, ten of public universities and three of private universities in the State of Rio de Janeiro. The students were all unmarried and three belonged to social class A1, one to class A2, six to class B1 and three to class B2 (ABEP, 2012).

The focal group technique (Barbour, 2009) was used to collect data. The data were categorized and analyzed based on the methodology of Content Analysis of (Bardin, 2009). The content of the discussions was recorded and transcribed. In addition to the participants of the group, a moderator and two observers were present that aimed to interfere as little as possible in the developed dynamics. Some guiding questions were proposals for participants such as: What were your academic expectations upon entering the University? What did your family expect from your college course and your academic choices? What did you expect from your educational institution? Did you expect to meet new friends? The duration was approximately one hour and forty-five minutes. Participants filled out a record for sociodemographic data collection.

This study was approved on 02/25/2010 in the research ethics committee, under the number 129/2009. All the participants signed, soon after being informed of the objectives of the research, a Term of Free and Informed Consent guaranteeing the secrecy of their identity and the possibility of withdrawing their consent at any moment of the study.

Results and discussion

Eight categories were found in the focus group that are discussed here along with the corresponding speeches. The category “Fees to be received” is related to the financial return that the area professional can receive. The focus of this category is directed to financial success and, in this case, greater importance is given to the development of activities that lead to this goal. “… The whole class says this: ‘I do this course because I want to make money.'” Many students who pursue this goal can seek internships or jobs within the college so that there is a breakthrough in the area that one intends to develop in pursuit of financial achievement. “… The stage I wanted, I wanted for money”; “I intend to teach Psychology, I think of having a good salary …”. According to Bueno (1993), certain professions are less sought after or seen as a secondary option because the expectations related to financial return in the labor market are lower, a fact that also contributes to the level of avoidance in the courses of these careers. According to Oliveira and Piccinini (2012), the young person often seeks an internship or some work, within the course chosen, to gain the necessary experience and receive fees as a preparation for the fruits that the future career can generate .

The second category “Personal and professional achievement” is related to the choice of the course, that is, it is based on the personal and professional return that the career can give (status). Many students who look for achievements in the personal and professional fields seek to achieve some kind of status when they say, “When we create expectations, we kind of play, we do not know the details, but I see myself being a good professional, winning well, having the name on the door hanging. ” In this field, it can be emphasized that the objective of the students is to find and work in areas that already have a history of accomplishment, that is, that meet this objective. “To have a promising future as a teacher”, “Qualify for the job market”, “… have to be good as well, to be good professionals”. According to Bueno (1993), the status that can be received in certain careers, such as a doctor’s degree, psychologist, lawyer, among others, is a key factor in the decision to continue in the course. The insertion in the job market or in stages can be understood as a professional form that goes beyond the ideal related to the reception of fees. It can be seen as a way of exercising professional functions and being engaged in the experiences that a worker of that profession performs (Oliveira & Piccinini, 2012). According to Baptista et al. (2004), students’ knowledge about Higher Education does not seem to be a constant preoccupation of universities. According to the authors, it is necessary to know the characteristics of the course and the institution so that the institutional reality can be adapted to the reality of the student. With this, the university space becomes one of the main sources of stimulus so that the student follows his professional trajectory linked to the professional formation. The stimulus, in this case, is important because it reinforces the interest that the tertiary student has in exploring the various possibilities offered by his course.

The third category, “Course option”, focuses on the possibility of using the lessons of this course later, in another (priority course – 1st option). It is, in fact, the student’s first choice, that is, it is the course in which the student wanted to enter first, but was unable in any way to perform. These statements were mainly attributed to the students of the Nursing and Biomedicine course who wanted the medical course and who, because they did not get enough points to enter the desired course, attended what they thought was the closest possible in terms of content and practice. “… I, as I said, do nursing to spend my time, I do not want nursing,” “I want to do Medicine, but I do not see myself doing cramps and spending to get.I think I can do a college, I am new and have a guaranteed job and continue to follow my dream, because one day I will succeed “,” I also was not so sure about Biomedicine, I wanted Medicine too, but then I did the college entrance exam and I did not even Biomedicine nor for Medicine, and I happened to things nothing to see, like Chemistry, History .. “. It is evident in these cases how much the previous knowledge and the previous study determined their choices and possibilities of actuation (Vasconcelos, Almeida, & Monteiro, 2009), being able to lead to frustrations with the course.

In the fourth category, the students’ expectations regarding the “trot” are described. They are linked to the way this student will be received in his new course (fears, curiosities, rite of passage …). For many, the trot is seen as a rite of passage for Higher Education and the confrontation of this event can be given in different ways. “… I think that anyone who does not participate in the trot, stands out forever.” Some students stare with fear, because it is a reception full of excitement. “I saw on television on the trotting and I was afraid”; “I was more afraid of rejection, the person did not give me the money, I would be sad.” Many pranks have received labels of “violence” or “clutter,” and this may be of concern to some. On the other hand, some students see the trot as a phase of integration with the new colleagues, the university environment and the course as a whole and, in this sense, they want to make the most of this experience and celebrate this event intensely. “I wanted to go to college just for the trot, my dream was to go to college, to have a trot and to go to my school, to ask for money, everybody to see, to rub in everybody’s face”, “… I liked enough, so much so that our class is well knit. ”

The young man, before entering the university, carries with him a series of hopes and unique experiences, already has in itself his style of life and often does not work, living under the rules of the parents. Often, trotting represents not only the passage from high school to higher education, but it can be understood as a rite of initiation into adult life. “… I think that anyone who does not participate in the trot, stands out forever.” In this way, the trot represents a moment of integration and changes that will accompany the student throughout life (Almeida & Pinho, 2008).

The category “Quality of the teaching staff” is related to the quality of the teachers considering the didactics and the content. It is related to what the students expect from the course teachers, that is, if there are famous teachers, mainly with “good reputation”, who know how to transmit knowledge clearly, interact with the class, and other qualities. “Ih, I’m going to have class with so-and-so …”. I came to class with so-and-so, I thought ‘This was so-and-so?’, With another ‘That was so-and-so?’ Then when you were looking for Lattes, the one who did not even show up was the best class. “” I had another vision of a teacher, I did some projects out of college, I had teachers who were very good, “When I chose biomedical, I thought I was going to get anatomy, I had sociology, anthropology, philosophy, I had everything but the biomedical part, I wondered what I was doing. here, I am in Psychology, I am in human? “In addition to the good didactics, another characteristic that is well targeted by the students is the way the teacher deals with the class and if it works in an integrated way, therefore, it will have greater possibilities to relate the who teaches with the real world. “On my first day, there was a teacher who put a slide with what she did not want, what she took out, how much she took with cohesion, how coherent she was, how many points she gave in each question”; “Calculation, it was best to have the arrested before and enter there already knowing, because they do not teach “; “They explain, give the name and talk to go to Xerox”; “We see on film, teacher arrives in the room, writes and ‘Turns!’, I do not know, you have to know everything. When it arrives ‘Oh, that’s the theme’; “It was pretty cool, but then when I got to college, you just see the teacher playing stuff, playing stuff … you do not care if you’re learning or not.” According to Marin et al. (2013), the educational space is the field to deal with social contradictions and problematize reality, it is expected that the teacher has good didactics and works in an integrated way with the class, making connections between what appears in the real and external world and the which he teaches. Many of the students’ initial practices and ideas may be modified after contact with the reality data and their questioning Monografias Prontas.

In the category on “Disciplines” they focus on the quality and pertinence of the content that can be transmitted in the disciplines. The demand is related to the student’s interest in the discipline and how the teacher ministers it. “Of course, there are matters that have nothing to do with my area,” “Well, I’m in the second period now, so far I’m loving everything I’m seeing, I’m absolutely sure that’s what I want, Of the eight subjects that I have in one period, I have two that have to do “. It has been quite difficult to deal with curricula in which particular disciplines are seen as not very useful for training because they have content that is different from the specificity of the course. According to Souza, Zem-Mascarenhas and Rocha (2005), it is fundamental that students understand the importance of the disciplines of professional training, without which the students’ performance and participation are reduced, leading to frustration and little attribution of relevance to formation.

The category “Infrastructure” is related to the place where the course will be held, that is, the university campus. The student expects that there will be a large library, in which it is possible to meet the requirements of the course subjects in a timely manner, offering the necessary bibliographies for the good formation and several types of complementary references, as well as diverse materials for reading and research and a space for collective study. “Before entering xxx, I heard a lot of xxx, the rooms do not have air conditioning, hell heat, many things”; “… inside the institution, all the books have in the library, the teacher passes, we do not have to be running behind, we get there.You can stay a week with us, if you can not, you can stay for a while, that’s nice”; “So I do not know how your floor is, because I have a building just for us, we have five floors just for us, each floor has a laboratory, a library just for us, all rooms have air conditioning , there it’s all beautiful. ” According to Silva, Tavares, Silva e Silva (2012), the implementation of university libraries corresponds to the university mission and supports educational activities contributed to improve the sociocultural level of students and society as a whole.

The category related to “Family Acceptance” is related to what the family expects from that chosen profession. It concerns what parents or family expect regarding the course and future profession. Often, a great burden is placed on the college student to enter and stay on course, as there may be an expectation of the family in that regard. “Well, I decided to do Psychology at the end of my third year, because until then I always thought I would do it right, my parents did it right, so I always had the idea of ​​being a lawyer, doing a contest, etc. But then I I stopped to think that I did not want to do it right, to decorate the civil code, I do not want to have to judge a person, then I started to think about what I wanted to do, so I saw that I liked to observe people’s behavior “,” I’m not going to support you, if I go to do it, I’ll pay for a private one … ‘And from the beginning, my family did not like privately, my mother does not accept privately, so I grew up with that, right? ” Each family has its own beliefs, so certain professions can be seen as noble, or that will bring more financial returns. “Well, my mother said, ‘You’re not going, you’re not. You’re just saying this because you’re afraid you’re not going to law, so you want psychology.” Even if reality is contrary to expectations, the college continues to receive a heavy investment from the students and their families, regardless of the price to be paid for the course, since life projects are based on the bet made on the higher level career. When entering the field of work, the student is supposedly able to perform that function. The diploma is a proof of this competence, it is an indication of differentiation between those who have it or not, a fact that generates more opportunities. However, training does not necessarily mean guaranteed employment, so the student will only feel the real importance of the diploma when they enter or re-enter the job market. In addition, many times a family member was willing to continue in that profession and, for some reason, failed to achieve that goal. With this, the hope of this familiar is to have someone close as a way to accomplish their goal in an indirect way. “I had this problem, my father is an entrepreneur, my mother is a consultant.” Then they saw the plans of his past, so, wanting to project on me, my father had a dream of doing electrical engineering. then my father wanted it because he wanted me to do electrical engineering, I said I was not going to do it, I was not going to be happy. ” According to Santos (2005), the family should be taken into account as one of the possible motives in choosing the course and the continuity in it. In addition to the student’s personal ideas and knowledge about the chosen course, the family can exert a lot of pressure, especially when there is some desire on the part of the parents that the child is attending something that was strongly targeted by them during their lives.

According to Santos (2005), the patterns learned from parents are used during life. According to the experiences, the individual will discriminate what he considers more or less appropriate among these behaviors and will use them according to the situation. In this way, the choices can also be made during the academic life, which will guide the behaviors and practices of the student in the course. According to Farias, Nascimento, Graça and Baptista (2011), the students take pre-established beliefs to the initial training courses, which can generate conflict between the initial expectations and what is learned during the undergraduate course. It is important that the course offers stimuli that develop both positive conceptions of the theory presented in the course subjects and practices. In this way, the probability of dropping out of it decreases and increases the confidence of the student.

Analyzing the perspectives of the students in this study, it can be observed that most of them are related to previous beliefs about that course and / or profession. These beliefs are usually constructed throughout life, through thoughts about yourself, about family influence, about friends, or about people close to you. An idea is formed and fixed rigidly, and often the contact with reality data that the course provides can lead to a dissonance between what was expected and what actually occurs. This can lead to discouragement regarding continuation in the course. On the other hand, the initial assumption is not always totally undone. Over time, some of them may present a certain degree of similarity with what is presented to them in practice, and in a lesser number of times reality may exceed initial expectations. In this way, the student will have to adapt his conceptions according to the possibilities offered and make the best use of it for its permanence and its academic achievement.

Final considerations

The objective of this study was to know the expectations of students of Higher Education. Several categories were identified that showed long term desires that a professional of the chosen area may have. In some cases, these expectations have family roots, that is, it is an expectation related, primarily, to the desire of the family. This could be evidenced in the students’ speeches, which could be categorized as: “Fees to be received”, “Personal and professional achievement” and “Family acceptance”.

One can also perceive that the most immediate expectations have to do with what happens inside the university institution. Thus, the prospects are presented in a bias that focuses more on the physical space of the institution and the relationships that may occur during the course. In this way, the student expects something related to the infrastructure (laboratories with current and functioning devices, complete library, space for Internet access, block, among others), as well as waiting to be welcomed by colleagues and teachers. It has various ideas and beliefs about how it will be received (the trot). In addition, the student expects something related to the subjects and what will be learned and decides which way he wants to draw from it. These facts can be observed in the statements of the categories “trot”, “quality of the faculty”, “disciplines”, “infrastructure” and “second course option”.

As a limitation, it can be pointed out that not all participants were in the first year of the undergraduate course, which may have led the students to express not only academic expectations but also frustrations and behaviors realized and already experienced in Higher Education . This study allowed to know the desires and prospects of the students that are associated, together, to the performance and the academic permanence. In the future, intervention and promotion strategies can be proposed for a better development of university students in their academic trajectory.


During college, you will have the first contact with fundamental knowledge to act effectively in the profession you have chosen. However, comprehensive training goes well beyond what is seen within the walls of college and can represent greater chances of success once you are already graduated.

Not only while you are a college student, but in your lifetime, it is important to invest in extracurricular courses and activities Monografias Prontas, leveraging your continuing education. In addition to streamlining your curriculum, you will significantly broaden your worldview, keep in touch with new people and new ideas, and have the chance to make new synaptic connections (that is, change the biological way you think), transforming your dealing with knowledge.

If you are in doubt what to do, the options are many. You can take a language course, enhance your computer literacy, or do one of the so-called “book courses,” where you can delve deeper into the content you come into contact with during your college classes.

What you will do is who you choose. What matters is not accommodating and seeking ways to develop academically, professionally and personally.

You may have just graduated from college, but be assured: your college years will pass very quickly and it is critical to start thinking as soon as possible in your career planning. In order to succeed, you must begin to establish your strategies for a solid job placement Dissertação de Mestrado e Tese de doutorado.

If you do not plan your own career, you will not have the faintest idea where you want to go, which means your vocational destination is wind-chilled. And this can cause you to achieve results well below your potential or that do not agree with what you expect for yourself

So, make plans about what you want to achieve professionally in 2, 5, 10 or 15 years. Establishing a broad outlook on your career can help you realize what attitudes can be taken today to conquer a better future tomorrow.

You may believe that the certainties you have today are immutable. However, with each new day we become, and you can bet that in a few years you will think very different from what you think nowadays.

At the end of your graduation, try to give yourself some time to go in search of practical experiences. This way, you will be able to construct a more realistic notion regarding your area of ​​formation, making the task of discovering what, within your profession, effectively interest you.

Each undergraduate course brings infinite possibilities to the trainee. After obtaining your degree, you can pursue a stricto sensu postgraduate degree (masters and doctorates) or lato sensu (specializations). And for each of these levels of education there are countless options for you to delve deeper into your area.

However, in order to avoid investing time, money, and dedication in a course and running the risk of discovering that this is not quite what you wanted to do, once you have finished your college, set aside a period to reflect on the course of your academic life and your career.

Acting professionally in your training area Monografias Prontas, you will be able to see new opportunities and will be able to interpret more efficiently what your aptitudes, desires and possibilities are, investing in the next steps with much more security and rationality.

Often, after working hard in your training area, you will find that some subjects that you hated to approach theoretically in college are not even that annoying. This can turn into a great branch of interest to specialize.

Many people, in the anguish of quickly finding a paid occupation, end up looking for job opportunities outside their training area, believing that this represents only one phase.

But after we shoot everywhere, time passes quickly, and what was to be simply transient work can last for long months or even years. Thus, you remain for a good period of time out of touch with the area for which you have studied, making your knowledge lagged. This can hinder your professional reinsertion in your area of ​​interest, which is quite disadvantageous for any individual seeking a good career.

Before you apply unthinkingly to any job vacancy, consider the variables and especially your future perspective if you accept the job offer. You have to be strategic right now because certain decisions can impact your life in a profound way and it may take a long time for you to correct certain wrong directions that your college years bring you endless possibilities. Your academic and professional life is slowly shaping up and for now you can chart the destinations you want. However, it is necessary to stay away from these classic mistakes, committed by most university students, which we show here. That way, you’ll be able to stay focused on your studies and move steadily toward a career that has everything to be brilliant!


Most universities Monografias Prontas open the opportunity for the student to choose some of the subjects they will take. And the natural tendency is to always opt for subjects for which you have a personal interest. However, by making your choice based solely on “taste,” you are missing out on the chance to study subjects that will be relevant to your career.

Instead, choose materials thinking about the career you plan to pursue. What knowledge will be useful? For example, if you are studying Computer Engineering, a subject on Law may be important to better understand the laws that govern the distribution of software.

The central point is to get out of your comfort zone. Seek knowledge that will enrich your curriculum and also bring a differential to your life, as a student and as a professional.

Even if there is an excellent opportunity to work or exchange, be careful with the lockings. Getting out of college, even temporarily, should always be your last option.

It is much harder to return later, since other activities naturally begin to occupy the time that, before, was of the studies. To top it all off, you feel tired and also worried that you may not keep up with the pace of class or remember basic subjects.

All this helps to make a temporary pause permanent. So if you want to focus on other things, the best strategy is not to stop but to accelerate your studies to finish your degree quickly and achieve the dreamed diploma Dissertação de Mestrado e Tese de Doutorado.

At the beginning of college, most students try to walk the line. Everyone is very upright and disciplined. A thousand academic resolutions are formulated, and the student swears to himself that he will never be corrupted by the temptations that college fun can represent.

However, the semesters are passing and the tiredness begins to speak louder. Many students underestimate the importance of attending classes in certain subjects and begin to be present not in the classrooms but in the bars and cafeterias around the college.

This is one of the most serious mistakes a college student can make. In addition to the fact that excessive absences can lead you to fail in disciplines and load dependencies along the course, delaying and making it difficult to train, not worrying about how often in the classroom can seriously damage your learning and your income academic.

As often as it may seem torture to be present in the classroom, never forget that college was your choice and that your life goals depend on your performance throughout your studies. University graduate.

Stay motivated enough during college and preferably approach people who have the same goals as you. It is much harder to resist temptations when we are in bad company. For this reason, join other students who can motivate you and give you support in times of tiredness, laziness and “full bag”.

Even at times when you believe it would be much more beneficial to be at home or having fun at a college party, do not let discouragement and lack of motivation dominate your actions. Although there are some subjects that you do not fully identify yourself with, become accustomed to being a student.

In every class there is always something good that you can enjoy. Therefore, keep an eye on your own frequency only in case of illness or extreme need. In the medium and long term, you will be able to perceive the good fruits to which your discipline gave origin.

Your academic life should not be restricted to the classroom Monografias Prontas. The university is a very rich environment, where there is room for various initiatives. Monitoring, study groups, scientific initiation projects, surveys, volunteer programs, university extension actions: all these are good examples of activities that have much to contribute to your training and can be accomplished while you are in college.

Academic initiatives are helpful in stimulating teamwork, collaboration, and capacity building to solve problems in a more thoughtful and creative way.

Since your first semester as a university student, try to find out all the opportunities that your college has to offer you, as this, in addition to enriching your training, may in the future become an important differential in obtaining an internship or even a effective work. Talk to veterans, check with the college office, and keep an eye on your institution’s bulletin boards so you do not miss out on any good opportunities.


Perhaps this error is exactly the opposite of the previous one. Unlike the university student who thinks he knows everything, there are many young undergraduate students unsure about their own ability. And in such an intellectual environment, this insecurity becomes even more pronounced.

It is common for you to be afraid to ask for help. After all, what will your colleagues think? Will you appear inferior to them, less intelligent, with less potential?

However, this is a completely unfounded fear Monografias Prontas. Remember that college rooms receive all kinds of people and each one gets there with different backgrounds and experiences. Some of your classmates may even be in second or third college while others are still trying to find themselves in this new environment.

Everyone will have more ease with some things and more difficulty with others; the important thing is that you are always progressing. However, this is only possible when you admit that you do not know something and ask a colleague or teacher for help.

Taking advantage of everything that college has to offer (classes, cultural events, extension projects, academic center, junior companies, athletic and student body, among other things) is excellent. However, you have to be very careful that one thing does not occupy the time of the other.

The main problem is when you start to focus too much on extracurricular activities and forget to study properly. After all, your biggest purpose within college still has to be graduation. You can learn in many different ways, but without the official diploma, it will be difficult to prove this learning to future employers.

Compared to high school, college is a time of much freedom in the student’s life. Parents no longer control their schedule, you have less evidence throughout the semester (except for the dreaded “final exams”), you do not have homework to show the teacher on a daily basis. Many teachers do not even know his name.

So, it seems like you can finally relax a bit in your study schedule. The problem is that good habits are difficult to create, but very easy to lose. After a few weeks, you end up forgetting what to do to maintain a well-regulated routine.

But even without so many demands for lessons, jobs, and tests, college has other demands. If you do not study daily, with focus and organization, a snowball will form, with all the readings and lists of overdue exercises.

The best strategy Monografias Prontas for not letting this happen is quite simple: keep up the pace of high school studies. Know that in college, getting approved every semester is as challenging as college entrance exams.

Maybe it’s the amount of interesting activities college life provides. The truth is that the vast majority of students, upon entering college, become so absorbed in these activities that they forget to take care of one’s own body and health.

The student begins to eat only ready meals, which are practical but also caloric. Leave the academy, because you must spend the night studying. Never go to the doctor, not to miss classes or extracurricular activities.

Advance to four or five years later at graduation, and he will be several pounds over the scale, muscle aches and other problems Dissertação de Mestrado e Tese de Doutorado.

Although it may seem like a small, almost silly mistake, it will greatly affect your future. Keep in mind that after college, life gets more and more race. If you neglected your health, thinking that you will have time to correct it later, you were wrong. Instead, watch your eating, exercise regularly, and visit your doctor every year.

These are customs that you need to create and preserve early on. Ultimately, your health will affect even your performance in studies and then career. But more importantly, it is about maintaining the quality of life.


During college, you will have the opportunity to take an internship, whether it is a mandatory requirement for completion of your course or not. Take this chance. The sooner you start working in your training area, the sooner you will be able to develop practical knowledge that will make you see the knowledge in a different way.

The theoretical learning obtained in the classroom is fundamental Monografias Prontas. However, it will only be effective if you complement it with practical knowledge. And this you will only be able to conquer by acting in the daily life of your profession. Besides the advantage of helping you to improve your knowledge, an internship provides the precious chance to become an effective job, helping you to enter your profession on the right foot!

Many college students live in financial tightening. So it is common to think of the internship only as an additional source of income and to choose which vacancy to apply for based on salary and benefits. But be careful. By doing this, you may fall into a trap that will harm your resume.

The biggest risk is choosing a stage that will not add relevant experiences in the direction you really intend to follow. If you begin to accumulate internships in another area, you may even find it difficult to find a job that suits your career path.

Avoiding this mistake is easy. In addition to salary, you need to include a few more items to your list when evaluating whether to commit to an internship: Dissertação de Mestrado e Tese de Doutorado

The reputation of the company: well-known companies with a good reputation have more weight in the curriculum;

The segment in which the company operates: If you plan to work in the cosmetics industry, doing internships in a gardening tools factory may not be as relevant. Take this into account;

The assignments you will receive: Some companies value the trainee’s role very much, while others are still stuck to the stereotype that he can only make copies and fetch coffee. As far as possible, you should seek out placements in which you will have the chance to participate more actively in projects and operations;

Future Prospects: Not all companies have the policy of hiring their trainees as effective employees after graduation. Finding a placement in those organizations that do this “reuse” is a good way to secure your first job after graduation.

Act as if they knew of everything
One serious mistake of college students is to believe that they already know more than anyone else around them. And this problem is getting worse as the college years pass.

There is no doubt that you will learn a lot during graduation; however, always keep in mind that there are other people with much more experience and knowledge than you, both in and out of college.

For example, suppose you decide to pursue your academic career, master or doctorate Monografias Prontas. Would some teacher accept to guide a student who does not accept to debate ideas or be contradicted?

The same logic applies when a university “owner of reason” seeks an internship or first job. If you do not follow your boss’s direction, because you think your way of doing things is better, you will end up forming a negative image for yourself. In addition, accepting and taking advantage of negative feedbacks is also a feature highly valued by employers.

You’ve learned some very important things in college. By bringing that knowledge to your creativity and unique ability to innovate, you certainly have important contributions to make, whether in the classroom or outside. However, it is important to always be open-minded and accept the debates and criticisms. After all, others also have insights that can be very valuable to you.