Perfil de permanência e experiências emocionais dos(as) licenciandos(as) em Física do CFP/UFCG: testemunhos de uma trajetória de formação.

Abstract

The dropout phenomenon in Physics Licentiate Degrees is a recurrent problem in the training of future teachers. One of the factors that contribute to this problem resides in aspects that are not only in the lack of a basic scientific education, but in aspects of the field of Psychology. Thus, the present study is an explanatory research with a qualitative and quantitative approach, trying to analyze the dropout phenomenon in these courses from another aspect. Thus, I also sought to understand the "Permanence Profile" of the Physics Graduates of the CFP/UFCG, Cajazeiras Campus - PB, and its correlation with their emotional experiences from their trajectories in the course. For this, I resorted to the understandings of Arruda et al. (2006) and Custódio, Pietrocola and Souza-Cruz (2013) (based on Silvia and Kashdan (2009)). The research data were collected through a documental analysis based on the academic records of the students, aiming to establish the Permanence Profile congruent to the work of Arruda et al. (2006). Then, a questionnaire was applied, through Google Forms, to the 129 students active in the Course, among which 32 (thirty-two) responded. Based on this instrument, I intended to identify sociodemographic or curriculum-related aspects, while the answers to open questions were analyzed using the Discursive Textual Analysis (DTA) method from the perspective of Moraes (2003). And, based on Costa (2019), I resorted to the use of testimonies given by students who have already graduated. The results reveal that the profile of the student's permanence in the Bachelor's Degree in Physics at the CFP/UFCG is quite prolonged. In addition, based on the answers to the questionnaires and the testimonies of the students, it is clear that emotional experiences occur in cycles (regardless of the time when the class started) and are also related to the reasons for joining and staying there. together with the relationships between students and teachers and the institution itself.