As representações de professores universitários sobre trajetória de sucesso acadêmico na universidade

Abstract

Given the scenario of high repetition and dropout rates in the Statistics, Physics, Mathematics and Chemistry Courses at the Center for Exact and Earth Sciences (CCET) at the Federal University of Rio Grande do Norte (UFRN), this article aims to identify and characterize the representation of teachers about the academic success of the student in his career at the university. The study around the proposed theme requires the use of quantifiable data, in line with the theories or hypotheses of work, considering the importance of teachers' thinking as transforming agents in the teaching-learning process. In this sense, the study was carried out with 48 professors from the courses mentioned above. Such research is of a qualitative and quantitative nature, using a questionnaire of open and closed questions as a research tool. The analyzed responses refer to the question regarding the objective of this work. These responses were categorized and organized through Lexical and Content Analysis and the Word Cloud. From this study, it could be seen that, for teachers, academic success is linked to good use, mastery of content, skills and competences aimed at the profession