Integrated education and teaching performance from the student’s view

Abstract

This paper aims to investigate how students of integrated technical courses offered by the federal education network perceive the teaching process, learning assessment and teaching performance within their courses. For that, empirical research of a qualitative and quantitative nature was developed, through the application of a questionnaire, with IFMG students enrolled in the third years of four courses offered by two different campuses. It was found that students evaluate, on average, the contents of technical disciplines as more difficult than the contents of basic disciplines. It was noted that students from more vulnerable social groups perceive technical subjects as greater obstacles to be overcome throughout the course than other students. Furthermore, students see the content of the disciplines as something more problematic to overcome with than the teaching method of the teachers. It was also observed that the more difficult the content of the disciplines, the higher the level of demand from teachers in tests and assessment activities. With the results of this paper, it is possible to verify the need to develop national parameters for the preparation of curriculum prescribed for disciplines in technical areas that contain the content necessary for professional training, as occurs in basic disciplines with the BNCC. Finally, the importance of providing more time for teachers to carry out the planning of assessment activities and the need for better organization of teaching in relation to the programming of assessment activities for the disciplines was noted.