Framework educacional para sustentabilidade de carreiras: um caminho para amparar reflexões sobre escolhas profissionais

Abstract

This Dissertacion aimed to propose, analyze, and validate the Educational Framework for Career Sustainability, designed as an instrument to support reflection, planning, and professional decision-making in contexts of high complexity. The research is grounded in the assumption that the notion of sustainable careers updates and replaces traditional understandings of stability, aligning with the contemporary transformations of the world of work and the increasing demand for individual protagonism, clarity, and adaptability. The framework is structured around three core pillars — Market, Pride (formerly named Personal Fulfillment), and Life — which articulate objective dimensions (such as employability, remuneration, and opportunities) and subjective ones (such as identity, values, and authorship of the professional journey). From this perspective, the model operates not only as a conceptual resource but also as a pedagogical and reflective instrument, integrating theory and practice to support careers that remain alive, prosperous, and coherent over time. To examine the relevance and applicability of the framework, a mixed methodological strategy was employed with data triangulation. The literature review provided theoretical foundations from classical and contemporary references in career studies, management, and complexity (Savickas, Morin, De Vos, Van der Heijden, among others). The survey, conducted with professionals who used the framework in their career planning processes, shed light on its practical contributions and educational potential. Finally, the expert panel offered technical validation and critical insights, suggesting possible improvements such as the inclusion of items on remuneration, the expansion of reflective questions, and the development of a prescriptive model based on responses. The results confirm the relevance of the Educational Framework for Career Sustainability as both an educational and reflective tool, capable of articulating subjective and objective dimensions, supporting consistent choices, and fostering the reinvention processes necessary for careers to remain sustainable. The findings also indicate that its applicability goes beyond the individual level, suggesting that the framework can be integrated into people management and corporate education practices, thereby strengthening more human-centered and adaptable organizational cultures. In summary, this dissertation contributes to the field of career management by offering an instrument that combines theoretical consistency, practical validation, and educational applicability. Furthermore, it opens pathways for future developments, such as the refinement of educational materials, the creation of more robust diagnostic questionnaires, and the integration of dimensions related to performance and mental health, reinforcing its potential for application in diverse social and organizational contexts.