Processo ensino e aprendizagem: práticas pedagógicas, ambiente educacional e estilos de aprendizagem na universidade

Abstract

There is a lack of knowledge at the local level, specifically at the Federal University of Triângulo Mineiro (UFTM), regarding the identification of possible factors and how these can influence the teaching and learning process, such as: the educational environment, characteristics, styles of learning of teachers and students, the training and application of active and innovative teaching and learning methods by teachers, the necessary and appropriate infrastructure for active and innovative teaching & learning practices, as well as the institutionalization of these via the Pedagogical Course Project (PPC). In this sense, the objective of this research was to characterize the Educational Environment, the Technical and Technological Infrastructure, as well as the institution's human skills regarding Pedagogical Practices and Learning Styles in two courses in the health area at (UFTM). This is a descriptive case study with a mixed approach, with secondary (retrospective) and primary (prospective) data. Descriptive statistical analysis for the quantitative approach and content analysis for the qualitative approach with data triangulation. It was revealed through the analysis of the Dundee Ready Educational Environment Measure (DREEM) instrument, that the majority of students positively evaluate the educational environment at UFTM, however, a gap was highlighted, in which students with special needs identified areas that require improvements to improve meet your specific needs. Regarding the application of the Learning Styles Inventory (LSI), it revealed the “Convergent” and “Assimilation” styles prevalent among the courses, as well as pointing out significant differences between styles and characteristics according to courses, and periods in which students are on the course. Regarding teaching plans, pedagogical practices aligned with the guidelines guided through the PPC under study were evidenced, as well as through documentary research, a committed and constantly evolving institutional environment was revealed with the allocation of necessary infrastructure and teaching commitment to continuing education seen to strengthen teaching and learning processes with the necessary support from technological tools. However, weaknesses were identified regarding the lack of socio-emotional support for the student, which suggests a point that deserves attention given the need for continued education and allocation of targeted resources. These findings, taken together, point to the need for an integrated approach to student training, where emotional, social, and technological aspects are fully considered in the teaching and learning processes. The evidence from this study can guide the implementation of more effective and inclusive educational policies, not only at UFTM, but also in other higher education institutions, contributing to equitable higher education adapted to current demands.