Perfil de ingresso e perfil de formação: diagnóstico sobre o desempenho em física no curso de Engenharia Agrícola da Unioeste - Cascavel

Abstract

The engineering profession is characterized by the development of techniques and skills that are improved from scientific knowledge. Therefore, an Engineer needs to understand how the phenomena of nature take place, which makes Physics Teaching an essential element for his formation. However, scientific production on the subject demonstrates that learning difficulties in this area are factors that result in high failure and dropout rates in these courses. Wherefore, the present work had as a central question: how do the aspects related to the entry profile and the agricultural engineer training profile interfere in the students' performance in the Physics subjects? In order to investigate the different factors that can influence the performance of students in the disciplines of Physics in undergraduate courses in Engineering. Thus, it was necessary to understand, from a bibliographic review, how the historical context of Engineering Courses, as well as the conception of Physics in the training of professional, influenced the way these courses are currently structured. What directed the investigation towards the realization of a mapping of the researches that link physics teaching with engineering, which took place through the "state of knowledge" technique in the Revista de Ensino de Engenharia, in the Revista Brasileira de Ensino de Física and in the Caderno Brasileiro de Ensino da Física. Considering that the establishment of a diagnosis delimits the analyzed object and expands the elements to be related, the research took as investigation snippet course the Agricultural Engineering course of the Universidade Estadual do Oeste do Paraná (UNIOESTE), being that the interval between 2015 and 2018 it was the basis of the documentary analyzes: of the reports obtained through the academic secretariat for the establishment of a profile of the joining students; the National Guidelines for Engineering Courses and the Political Pedagogical Project (PPP), for the establishment of a competency-based training profile; and the Course Evaluation Report to identify the focus given by the Physics Teaching proposed in the course. As a field research, the professors of the Physics disciplines and the coordinator were interviewed, all of them active in the referred course. Thus, the research proposed a qualitative approach, in which the data were triangulated and analyzed based on the foundations of Textual Discursive Analysis (TDA). The results point to the need to adequacy Higher Education to make feasible: the integration of basic and professionalizing disciplines, to give meaning to Physics knowledge in the context of Engineering courses; the search for teachers' pedagogical improvement, deepening reflections on the evaluation process; curricular and pedagogical adaptations to fill the students' gaps, based on the understanding of the entry profile, enabling the establishment of a competence training profile. It is worth mentioning that some actions have already been do, such as changing the curriculum matrix to meet some needs pointed out by students, after the approval of a new PPP, implemented from 2019.