Estudo comparativo de cursos de licenciatura em Quimica: discurso dos elementos para a formação docente

• Ano de defesa: 2018
• Autor(a) principal: QUEIROZ, Taisa Layane Salazar
• Orientador(a): BEZERRA, Cícero Wellington Brito
• Banca de defesa: BEZERRA, Cícero Wellington Brito , MARQUES, Clara Virgínia Vieira Carvalho Oliveira , SANTANA, Sirlane Aparecida Abreu
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA/CCET
• Departamento: DEPARTAMENTO DE QUÍMICA/CCET
• País: Brasil
• Palavras-chave em Português: Educação superior; Avaliação; Curso de Química; Currículo; Estudo comparativo
• Palavras-chave em Inglês: High Education; Evaluation; Chemistry Course; Curriculum; Comparative study
• Área do conhecimento CNPq: Currículos Específicos para Níveis e Tipos de Educação
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/2442

This work carried out a comparative study between Undergraduate Chemistry Courses with a higher yield (note 5) according to the evaluation of SINAES, and those of evaluation note 2. The criteria used for this comparison were: descriptive and inferential statistical parameters; the duration of the courses; the professional profiles, and the analysis of the curricular structures. The data related to the evaluation of SINAES were extracted from INEP reports for the year 2014. Of the 245 undergraduate Chemistry courses, 5% presented a CPC concept of 2 and 3% presented a maximum grade evaluation (CPC = 5). These two groups were statistically different according to the descriptive and inferential parameters (median, mean, standard deviation, variance, minimum and maximum values, amplitude and quartiles, t-test) for all SINAES analysis dimensions: Student Performance (NC, NIDD), Teaching degree (NM, NO, except NR) and Student Perception on Educational Process Formation (NF, NA, except for NO). However, in terms of average hours (scientific-cultural content; teaching practice as a curricular component; academic-scientific cultural activities, supervised internship, etc.), profiles of graduates and curricular components, there was no significant difference between both groups, indicating that it is in pedagogical practice (real and hidden curriculum), favored by the infrastructure, teacher training and profiles of the participating students, that the differential elements can be found.