Motivos para o ingresso e a permanência em um curso de licenciatura em Química: um estudo longitudinal
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Data
2019-02-26
Autores
Ferrari, Tarso Bortolucci
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa tem como temática os motivos para ingresso e a permanência e o direcionamento profissional de recém-egressos do curso de Licenciatura em Química do campus da Unesp de Araraquara, no ano de 2017. Dentre os fatores que justificam a investigação estão os altos índices de evasão nos cursos de Licenciatura em Química e a baixa atratividade da carreira de professor. Quanto a esse último, são questões que demandam decisões externas, decorrentes principalmente de políticas públicas educacionais. Mas, equacionar o primeiro, a partir do olhar daqueles que ingressam e concluem o curso, pode favorecer a adoção de políticas internas de departamento, com vista à diminuição dos índices de evasão. O trabalho objetivou responder à seguinte questão de pesquisa: Quais as escolhas profissionais e os motivos para a permanência no curso de licenciados em Química pela Unesp/Araraquara? Para a consecução desses objetivos, optou-se por realizar uma pesquisa longitudinal, numa abordagem qualiquantitativa. Tomou-se como fontes de informações sujeitos e documento. Os sujeitos participantes são alunos ingressantes, do ano de 2013, do curso de licenciatura em Química do campus de Araraquara e o documento analisado foi o Projeto Pedagógico de Curso. Como instrumento para a coleta de informações optou-se por utilizar questionários mistos, aplicados on-line, em dois momentos: em 2013, quando ingressaram, e em 2017, para aqueles que concluíram no tempo mínimo previsto para o curso. Para a análise dos dados obtidos foi utilizada a técnica do Discurso do Sujeito Coletivo. Os resultados mostraram que os licenciados analisados têm um perfil heterogêneo quanto às condições socioeconômicas e entram no curso de licenciatura em Química pretendendo, em sua maioria, a profissão de docente do Ensino Superior. Foi observado que a maioria dos licenciados preferiu continuar seus estudos em cursos de pós-graduação, almejando alcançar suas expectativas profissionais iniciais. De modo geral, os licenciados sentiram-se integrados social e institucionalmente ao curso e à universidade, sendo esses fatores importantes para sua permanência. Em relação à instituição, os alunos apontam que algumas práticas foram importantes para suas permanências, como a flexibilização das atribuições formativas permitidas ao licenciado em Química, a oferta de atividades extracurriculares que fazem os alunos se sentirem úteis em suas atividades e a boa relação interpessoal vivida na instituição. Apesar de alguns sujeitos já atuarem como professores da Educação Básica de modo concomitante ao curso de pós-graduação, apontam como principal motivo para não pretenderem continuar atuando no nível básico as condições de baixa valorização social e econômica da profissão.
The present research has as its theme the reasons for admission and the permanence and the professional orientation of new graduates of the course of Degree in Chemistry of the campus of Unesp/Araraquara, in the year 2017. Among the factors that justify the investigation, are the high indexes of avoidance in the courses of Degree in Chemistry and the low attractiveness of the teacher career. As for the latter, they are questions that demand external decisions, mainly arising from public educational policies. However, considering the first, from the perspective of those who enter and finish the course, can favor the adoption of internal departmental policies, with a view to reducing dropout rates. The paper aimed to answer the following research question: What are the professional choices and the reasons for the permanence in Chemistry graduates by Unesp/Araraquara? To achieve these objectives, a longitudinal research was chosen, in a qualitative and quantitative approach. It was taken as sources of subject information and document. The participating subjects are freshmen, from the year 2013, of the licentiate course in Chemistry of the Araraquara campus and the analyzed document was the Pedagogical Course Project. As a tool for collecting information it was decided to use mixed questionnaires, applied online, in two moments: in 2013, when they joined, and in 2017, for those who concluded in the minimum time foreseen for the course. For the analysis of the data obtained, the Collective Subject Discourse technique was used. The results showed that the licensees analyzed have a heterogeneous profile regarding the socioeconomic conditions and enter the degree course in Chemistry intending, for the most part, the professorship of Higher Education. It was observed that most graduates preferred to continue their studies in postgraduate courses, aiming to reach their initial professional expectations. In general, the graduates felt integrated socially and institutionally to the course and to the university, being these factors important for their permanence. Regarding the institution, students point out that some practices were important for their permanence, such as the flexibility of the training assignments allowed to the chemistry graduate, the offer of extracurricular activities that make the students feel useful in their activities and the good interpersonal relationship lived in the institution. Although some subjects already act as teachers of Basic Education in a concomitant way to the postgraduate course, they point out as the main reason for not wanting to continue working at the basic level the conditions of low social and economic value of the profession
The present research has as its theme the reasons for admission and the permanence and the professional orientation of new graduates of the course of Degree in Chemistry of the campus of Unesp/Araraquara, in the year 2017. Among the factors that justify the investigation, are the high indexes of avoidance in the courses of Degree in Chemistry and the low attractiveness of the teacher career. As for the latter, they are questions that demand external decisions, mainly arising from public educational policies. However, considering the first, from the perspective of those who enter and finish the course, can favor the adoption of internal departmental policies, with a view to reducing dropout rates. The paper aimed to answer the following research question: What are the professional choices and the reasons for the permanence in Chemistry graduates by Unesp/Araraquara? To achieve these objectives, a longitudinal research was chosen, in a qualitative and quantitative approach. It was taken as sources of subject information and document. The participating subjects are freshmen, from the year 2013, of the licentiate course in Chemistry of the Araraquara campus and the analyzed document was the Pedagogical Course Project. As a tool for collecting information it was decided to use mixed questionnaires, applied online, in two moments: in 2013, when they joined, and in 2017, for those who concluded in the minimum time foreseen for the course. For the analysis of the data obtained, the Collective Subject Discourse technique was used. The results showed that the licensees analyzed have a heterogeneous profile regarding the socioeconomic conditions and enter the degree course in Chemistry intending, for the most part, the professorship of Higher Education. It was observed that most graduates preferred to continue their studies in postgraduate courses, aiming to reach their initial professional expectations. In general, the graduates felt integrated socially and institutionally to the course and to the university, being these factors important for their permanence. Regarding the institution, students point out that some practices were important for their permanence, such as the flexibility of the training assignments allowed to the chemistry graduate, the offer of extracurricular activities that make the students feel useful in their activities and the good interpersonal relationship lived in the institution. Although some subjects already act as teachers of Basic Education in a concomitant way to the postgraduate course, they point out as the main reason for not wanting to continue working at the basic level the conditions of low social and economic value of the profession
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Palavras-chave
Formação inicial de professores de Química, Ingresso e permanência, Escolhas e expectativas profissionais, initial training of Chemistry teachers, Entry and permanence, Professional choices and expectations