Análise do processo de ensino e aprendizagem do Curso de Graduação em Engenharia Elétrica da Universidade Federal de Campina Grande.

Abstract

In this paper, is proposed the accomplishment the an analysis of the teaching and learning process of the Undergraduate Course in Electrical Engineering at the Federal University of Campina Grande. The analysis is based on the application of forms to the professors and graduating students and pre-graduating students. The form for the teachers contains 28 assertions and the form for the students contains 30 assertions, of which 13 assertions were selected to compose the results of this paper. The assertions of the forms are based on the questionnaire of Exame Nacional de Desempenho de Estudantes, in the report of the Diretrizes Curriculares Nacionais para os cursos de Engenharia and in the Projeto Pedagógico do Curso in Electrical Engineering of the Federal University of Campina Grande. With the answers of teachers and students, analyzes were carried out to obtain information of agreement or disagreement of the participants about the assertions addressed. Comparisons were also made between teacher and student responses. The purpose of the comparisons was to identify the degrees of agreement and disagreement between the groups involved in the research. In addition, the results obtained in some assertions were compared with the results obtained in the survey conducted during the Exame Nacional de Desempenho de Estudantes of 2017. This comparison aims to identify if the opinions of the students are undergoing modifications or remaining similar. From the results of this work, it is believed that it is possible to identify the factors that affect the teaching and learning process of the Undergraduate Course in Electrical Engineering of the Federal University of Campina Grande, so that future solutions can be proposed with the aim of improving the learning experience offered in the course. With the conclusion of this work it was possible to verify that there are several aspects of the teaching and learning process to be analyzed more deeply. Among them, the teacherstudent relationship, the increase of the level of anxiety of the students in the final phases of the semesters and the articulation between theory and practice can be mentioned. From a deeper analysis, it will be possible to identify the main agents that can affect the teaching and learning process, so that they are corrected and, therefore, improve the learning experience of the course.