Adultez emergente: na fronteira entre a adolescência e a adultez

Sara Monteiro, José Tavares, Anabela Pereira

Resumo

Resumo

A teoria da adultez emergente, de Jeffrey Arnett, tem sido apresentada como uma grelha compreensiva, útil na conceitualização do período desenvolvimental, que decorre entre os 18 e os 25 anos de idade. De acordo com a teoria, este período apresenta características específicas que o tornam distinto dos períodos desenvolvimentais da adolescência e da adultez e é marcado, predominantemente, pela exploração da identidade, pela instabilidade, pelo autofocus, pela vivência do sentimento “in-between” e pela percepção de possibilidades múltiplas. Com o presente trabalho, pretendemos abordar a teoria da adultez emergente, com uma análise detalhada das suas características, assim como o seu surgimento no contexto das sociedades industrializadas, nomeadamente, na realidade nacional. De igual modo, a adequação do conceito de adulto emergente à caracterização do estudante do ensino superior será também discutida.

Palavras-chave: Adultez emergente; Período desenvolvimental; Transição para a adultez. 

Abstract

The theory of emerging adulthood, by Jeffrey Arnett, has been presented as a comprehensive grid useful to the conceptuality of the development period, that occurs between the 18 and 25 years of age. According to this theory, this period shows specific characteristics that make it distinct from the developmental periods of adolescence and adulthood. It is predominantly marked with the identity exploration, the instability, the self focus, the living feeling of in-between and the perception of multiple possibilities. With the present work, we want to make this theory of emerging adulthood knowable, with a detailed analysis of its characteristics, as its rise in the context of industrialized societies, specifically in national context. In the same way, the concept of emergent adult in relation with the characterization of the higher education student will also be discussed.

Key words: Emergent adulthood; Developmental period; Transition to adulthood.

Palavras-chave

Adultez emergente; Período desenvolvimental;Transição para a adultez.

Texto completo:

PDF

Referências

ARNETT, J. J. Conceptions of the transition to adulthood: Perspectives from adolescence to midlife. Journal of Adult Development, 8, p. 133-143, 2001. ______. Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, p. 469-480, 2000a. ______. Emerging adulthood: The winding road from the late teens through the twenties. New York: Oxford University Press, 2004. ______. Emerging adulthood: Understanding the new way of coming of age. In: ARNETT, J. J.; TANNER, J. L. (Ed.). Emerging adults in America: Coming of age in the 21st century, p. 3-19. Washington, DC: American Psychological Association, 2006. ARNETT, J. J. High hopes in a grim world: Emerging adults views of their futures and of “Generation X.” Youth & Society, 31, p. 267-286, 2000b. ______. Learning to stand alone: The contemporary American transition to adulthood in cultural and historical context. Human Development, 41, p. 295-315, 1998. ______. Young people’s conceptions of the transition to adulthood. Youth & Society, 29, 1-23, 1997. ARNETT, J. J.; TABER, S. Adolescence terminable and interminable: When does adolescence end? Journal of Youth and Adolescence, 23, p. 517-537, 1994. ARNSTEIN, R. L. The student, the family, the university, and the transition to adulthood. Adolescent Psychiatry, 8, p. 160-172, 1980. BIANCHI, S. M.; CASPER, L. M. Women, work, and family in America. Population Bulletin, 51(3), p. 1-48, 1996. CHICKERING, A. W. Education and identity. San Francisco: Jossey-Bass, 1969. ERIKSON, E. H. Childhood and society. New York: Norton, 1950. ERIKSON, E. H. Identity: Youth and crisis. New York: Norton, 1968. EVANS, N. J.; FORNEY, D. S.; GUIDO-DIBRITO, F. Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass, 1998. GAUGHAN, M. The substitution hypothesis: The impact of premarital liaisons and human capital on marital timing. Journal of Marriage and the Family, 64, p. 407-419, 2002. GOLDSCHEIDER, F. K.; GOLDSCHEIDER, C. Changes in returning home in the US, 1925-1985. Social Forces, 78, p. 695-720, 1999. GORE, S.; ASELTINE, R.; COLTON, M. E.; LIN, B. (1997). Life after high school: Development stress, and well-being. In: GOTLIB, I. H.; WHEATON, B. (Ed.), Stress and adversity over the life course (p. 197-214). New York: Cambridge University Press. Instituto Nacional de Estatística (2006). Indicadores sociais – 2005. Lisboa: Instituto Nacional de Estatística. KENISTON, K. The uncommited: Alienated youth in Americam society. New York: Harcourt, 1965. ______. Youth and dissent: The rise of a new opposition. New York: Harcourt Brace Jovanovich, 1971. KLERMAN, J. A.; KAROLY, L. A. Young men and the transition to stable employment. Monthly Labor Review, 117, p. 31-48, 1994. LEVINSON, D. J. The seasons of a man’s life. New York: Ballantine, 1978. LOURENÇO, O. Além de Piaget: sim, mas devagar! Coimbra: Almedina, 1994. NICO, M. L. Autonomia habitacional não conjugal na Europa: Portugal e Finlândia. CIES e-Working Paper, n. 34, 2007. Disponível em: . Acesso em: 20 dez. 2006. PASCARELLA, E. T.; BOHR, L.; NORA, A., TERENZINI, P. Cognitive effects of 2-year and 4-year colleges: New evidence. Educational Evaluation & Police Analysis, 17, p. 83-96, 1995. PASCARELLA, E. T.; TERENZINI, P. T. How college makes the difference: A summary. In: PASCARELLA, E. T.; TERENZINI, P. T. (Ed.). How college affects students: Findings and insights from twenty years of research. p. 556-635. San Francisco: Jossey-Bass. 1991. REST, J.; NAVAREZ, D. The college experience and moral development. In: KURTINES, W. M.; GEWITZ, J. L. (Ed.). Handbook of moral behavior and development, v. 2, Research, p. 230-245. Hillsdale, NJ: Erlbaum, 1991. RINDFUSS, R. R. The young adult years: Diversity, structural change, and fertility. Demography, 28, p. 493-512, 1991. TANNER, J. L. Recentering during emerging adulthood: A critical turning point in life span human development. In: ARNETT, J. J.; TANNER, J. L. (Ed.). Emerging adults in America: Coming of age in the 21st century. p. 21-55. Washington, DC: American Psychological Association, 2006. THORNTON, A.; AXINN, W. G.; TEACHMAN, J. D. The influence of school enrolment and accumulation on cohabitation and marriage in early adulthood. American Sociological Review, 60, p. 762-774, 1995. U. S. BUREAU of the Census. Statistical abstracts of the United States: 1997. Washington, DC: Author, 1997. WU, Z.; MACNEILL, L. Education, work, and childbearing after age 30. Journal of Comparative Family Studies, 33, p. 191-213, 2002.


Visualizações do PDF:

2457 views


Visualizações do Resumo:

9062 views

Apontamentos

  • Não há apontamentos.
-->
Tema: Mpg. Customizado por: Articloud