Estudo sobre as dificuldades de aprendizagem e avaliação da aplicação de metodologias ativas de ensino na disciplina de mecânica dos fluidos I

Abstract

In order to follow the evolution of the Engineering professional, there is a need for the initiation courses in Engineering to follow the changes in the environment in which the professionals are inserted. Such an evolution can be achieved through educational reforms that aim to break the paradigms of the conservative curriculum and set out on paths that educate students in an up-to-date manner that is compatible with the challenges of the technological world. Evasion highlights several problems that involve the students trajectory, such as the annihilation of the class feeling due to the numerous differences between students and their study rhythms, lack of market prospects, consecutive and frequent failures, and difficulty in adapting to classes and the organization of the university structure. Active methodologies are alternatives so that teaching inside and outside the classroom is optimized and barriers and difficulties are eliminated, facing the transformation from traditional teaching to a model that relates knowledge and skills, whether cognitive or interpersonal. This work focuses on the analysis, from the students perspective, of the main difficulties faced by students when taking the subject Mechanics of fluids 1 in the undergraduate courses of the Faculty of Mechanical Engineering (FEMEC) of the Federal University of Uberlândia (UFU) and also to analyze and understand the results of applying active methodologies in this subject. To create a direct connection with the students, it was carried out the collection of the students answers through a form built and published in the Google Forms platform, in the molds of a descriptive survey type research. Through the results, it was observed that 86.6% of the responding students consider the teaching methodology applied by the teacher effective, or even very effective. The performance results of the class of the semester 2021/2, when compared to the semester 2019/2, are considerably better, with special focus on the decrease in the number of failures (-100%), dropouts (-75%) and withdrawals (-100%), as well as on the increase in the average grade of the class (+13.59%), evidencing a good response to the conduct of the discipline.