Reestruturação curricular e permanência na universidade: análise de um curso de licenciatura em química na perspectiva de estudantes matriculados

Abstract

In the context of teacher training, Chemistry Licentiate courses have shown, over several years in Brazil, very high dropout rates. Since dropout is a structural and complex problem, which involves multiple social variables, the issue of the curriculum of these courses has been a relevant factor for analysis, given that the history of training policies also shows a disregard for their quality. In this sense, it is necessary to analyze the relationship between the curricular issue as a factor that allows the permanence of these students in the mentioned courses, which also implies the search for quality teacher training. Considering these aspects, the present study aimed to analyze and discuss the contributions and limitations of the Degree in Chemistry at Federal Technological University of Paraná, Campo Mourão, from the perspective of regularly enrolled academics, for the permanence of students in the course, especially from the reformulation of its curriculum in compliance with Resolution N. 02/2015. In order to reach the proposed objective, a study with a qualitative approach was developed, whose data were constructed from a questionnaire made available virtually via Google® forms. In all, 33 of the 154 students enrolled in 2020 participated in the survey. For the organization, analysis and discussion of the results, we used the techniques of data triangulation and creation of analysis categories. The results indicate that the implementation of the 2015 curriculum guidelines contributed to the improvement of the course in the view of these students, minimizing dropout mainly due to the division of subjects that allowed students to study the contents more calmly and in depth. However, the limitations pointed out by the students refer mainly to teaching methodologies that go against the principles of the 2015 guidelines, as well as the withdrawal of some subjects. We also showed that, although the work deals specifically with the curricular issue, factors such as the devaluation of teachers and the social conditions of students not only permeate but are also part of the curriculum, as they have totally influenced the development of these students in the course. We hope that this research will contribute to the understanding of the contributions of the 2015 guidelines for teacher training, for the improvement of the mentioned course and for the expansion of discussions about dropout in Chemistry courses.