O curso de Licenciatura em Física a Distância na Universidade Estadual de Maringá : trilhando um caminho para as melhorias a partir do discurso dos alunos, tutores e professores

• Ano de defesa: 2012
• Autor(a) principal: Silva, Mônica Bordim Sanches da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Licenciatura em Física; Educação à distância(EAD); Educação presencial; Maringá; Paraná; Brasil.; Degree in Physics; Distance learning (ODL); Face education; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4541

Several researches have shown problems related to the Teaching of Physics, such as lack of Physics professors in the high schools and a great number of drop-outs in the Physics course. These issues triggered an interest in conducting an investigation with students, professors and tutors from the undergraduate Physics Course at the State University of Maringá involving the presence and distance modes so that improvement proposal in the Distance Physics Course could be forwarded. In fact, the latter education mode features a huge potential to help solve problems in the teaching of Physics. Interviews with students, professors, supervisors and tutors enrolled in the course were conducted while analysis and discussion of results were assessed by Discourse Analysis techniques. Data enhanced the different profiles of students enrolled in the distance and presence courses. Few students of the latter intended to be teachers in high school whereas most students in the former course desired to do so. Research showed that although drop-out in the presence course occurred due to the lack of academic basis at high school, drop-out in the distance course was due to a rift in their expectations of a less strict course. Research showed that behavior and attitude difference among students was owing to the fact that the presence course students´ profile was different from that of the distance course, or rather, the main issue within the two modes. Consequently, problems with regard to the Distance Physics Course are not attributed to the system but to students´ habits, lack of adaptation to the educational mode and to their profile, with scanty dedication to studies. Problems on distance education mentioned by the interviewed lie more in the persons concerned than in the educational mode. Good will, effort and determination by all are required for their solution. In spite of drop-out and several other problems referred to in current research, distance educational courses are potentially well-equipped for the formation of good professionals. Needless to say, many issues have to be solved and each one involved, professors, students, tutors, department staff and the local Educational Center for technical support, must do their utmost for success.