Uso da metodologia da problematização na formação do engenheiro agrônomo

Abstract

The paper discusses the results of a qualitative study carried out in 2016 with students of the Social Aspects of Agriculture discipline from the bachelor's degree in Agronomy at the Federal University of Ceará. It aimed to analyze the apprehension, perception and acceptance by students of the problematization methodology, considered as a methodological instrument for the training of agricultural sciences professionals to reach the professional profile in the various dimensions necessary for their performance. The study was carried out during the classes of the above cited discipline, through the observation of the activities developed, followed by evaluations in the form of seminars. It was applied a questionnaire in order to assess the perception of students. Thirteen of them attended to the request. It was used the Content analysis methodology as an analysis tool. As a result, it is concluded that the students evaluated the experience as positive, indicating that problematization is a promising methodology for teaching-learning, capable of combining theory and practice, and efficient to form a more sensitive professional and adapted to the diverse agrarian and agricultural realities. Students outlined difficulties to adapt to the ‘new’ methodology, suggesting the need to carry out better planning and dimensioning of classes.