Suporte e barreiras percebidos para o desenvolvimento de interesses em carreiras STEM: uma revisão integrativa da literatura
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Tipo
Artigos
Classficação
Nível metodológico
Data
2024
Objetivos de Desenvolvimento Sustentável
ODS 4. Educação de qualidade
Título do Períodico
Educação: Teoria e Crítica
ISSN
1981-8106
Página(s)/e-location
e61[2025]
Idioma(s)
pt
Fonte
Rio Claro, SP
35
70
35
70
Fonte
Coleções
Resumo
Os fatores que influenciam o interesse e a escolha de carreiras em STEM são múltiplos, Embora esses fatores sejam estudados sob diferentes perspectivas, a Teoria Social Cognitiva de Carreira (TSCC) ajuda a compreender as condições que facilitam ou limitam o exercício da agência na escolha de carreiras nessa área, Este estudo objetivou realizar uma revisão da literatura para identificar suportes e barreiras relativos ao interesse e à escolha de carreiras STEM entre estudantes do ensino médio sob a perspectiva da TSCC, Para tanto, realizou-se uma revisão integrativa da literatura nas bases de dados Scientific Electronic Library Online (SciELO) e Web of Science, considerando artigos publicados nos últimos cinco anos (2020-2024), Os resultados revelam que a autoeficácia é um fator pessoal crítico, influenciando de maneira distinta mulheres e homens, Entre os fatores de suporte, destacam-se o apoio familiar e educacional, o acesso a informações sobre as carreiras e as experiências diretas na área, que promovem o engajamento e o interesse por STEM, Por outro lado, barreiras como falta de modelos femininos, estereótipos de gênero e limitações no ambiente escolar podem desestimular esse interesse, A discussão aborda a importância de intervenções que promovam a autoeficácia, especialmente para as estudantes do sexo feminino, ampliando suas oportunidades em STEM,
The factors influencing interest and career choice in STEM are multiple. Although these factors are investigated from different perspectives, Social Cognitive Career Theory (SCCT) provides a robust framework for understanding the conditions that facilitate or limit the exercise of agency in career choice within this field. This study aimed to conduct a literature review to identify supports and barriers associated with STEM career interest and choice among high school students from the perspective of SCCT. An integrative literature review was conducted using the Scientific Electronic Library Online (SciELO) and Web of Science databases, considering articles published in the last five years (2020-2024). The results demonstrate that self-efficacy is a critical personal factor, influencing men and women differently. Among the support factors, family and educational support, access to career information, and direct experiences with the field stand out, as they promote engagement and interest in STEM. Conversely, barriers such as the lack of female role models, gender stereotypes, and limitations within the school environment can discourage interest. The discussion emphasizes the importance of interventions that promote self-efficacy, especially for female students, to expand their opportunities in STEM.
The factors influencing interest and career choice in STEM are multiple. Although these factors are investigated from different perspectives, Social Cognitive Career Theory (SCCT) provides a robust framework for understanding the conditions that facilitate or limit the exercise of agency in career choice within this field. This study aimed to conduct a literature review to identify supports and barriers associated with STEM career interest and choice among high school students from the perspective of SCCT. An integrative literature review was conducted using the Scientific Electronic Library Online (SciELO) and Web of Science databases, considering articles published in the last five years (2020-2024). The results demonstrate that self-efficacy is a critical personal factor, influencing men and women differently. Among the support factors, family and educational support, access to career information, and direct experiences with the field stand out, as they promote engagement and interest in STEM. Conversely, barriers such as the lack of female role models, gender stereotypes, and limitations within the school environment can discourage interest. The discussion emphasizes the importance of interventions that promote self-efficacy, especially for female students, to expand their opportunities in STEM.
Descrição
Palavras-chave
Autoeficácia, Carreira, Gênero, Suportes e barreiras, STEM, Self-efficacy, Career, Gender, Supports and barriers, STEM
Citação
MATOS, Mayara da Mota; COSTA FILHO, Roraima Alves da. Suporte e barreiras percebidos para o desenvolvimento de interesses em carreiras STEM: uma revisão integrativa da literatura. Educação: Teoria e Crítica, p. e61[2025]. 2024. https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/18796/13355. Acesso em: 2025-07-22