Visão de docentes e discentes sobre ensino-aprendizagem: uma experiência do curso de Agronomia

Abstract

The article analyzes the practices and evaluations of teaching and academic learning in the agronomy course, based on the perception of students and teachers at the Federal University of Pará - Campus Cametá/PA. It uses the case study method, with a quantitative approach and collection of primary data through semi-structured questionnaires on aspects of teaching-learning methods and evaluation. The results indicate that the majority of students are happy or often happy with the course and the knowledge they acquire, but face difficulties such as financial instability. Teachers strive to update themselves, meet students' needs, teach with quality and use different teaching methods, but suffer from a lack of resources for practical classes and support material. Students prefer methods that involve practical classes, extra-class and group activities, while teachers use more expository classes and group activities. Regarding assessment, students prefer extra-class assessment, in the classroom and seminars, while teachers prefer seminars and objective and subjective tests. The study shows some contradictions between the traditional teaching and learning process and the particularities of the course, as well as the need to promote an integrative university education that meets the demands of the profession and society.