A utilização do paradigma humanista sociocognitivo e a sua relação com a qualidade do ensino da matemática nos cursos de engenharia
DOI:
https://doi.org/10.18861/cied.2025.16.2.4039Palavras-chave:
aprendizagem, desenvolvimento integral, ensino de engenharia, estratégias pedagógicas, metodologias educacionaisResumo
O paradigma do humanismo sócio-cognitivo é uma forma inovadora de melhorar o ensino da matemática nos programas de engenharia, ao incluir processos cognitivos, sociais e emocionais que promovem uma aprendizagem significativa e aplicável. No entanto, a prevalência de métodos tradicionais restringe a sua adoção e dificulta a ligação do conhecimento teórico à sua aplicação prática, que é crucial para o desenvolvimento profissional. O objetivo deste estudo foi analisar a relação entre o desempenho académico em matemática e a utilização de estratégias baseadas no paradigma sócio-cognitivo humanista, bem como a perceção dos estudantes sobre a qualidade do ensino nos cursos de engenharia. Foi utilizada uma abordagem quantitativa correlacional e descritiva, medida por variáveis como a implementação do paradigma e a qualidade do ensino. A análise dos dados foi efectuada através de ANOVA, regressão linear e estatística descritiva. Os resultados mostram uma correlação positiva muito forte R= 0,833 entre as variáveis em estudo. O modelo de regressão explica 69,4% da variabilidade do paradigma humanista sócio-cognitivo R2 = 0,694, apresentando um ajuste estatisticamente significativo p<0,001. A análise ANOVA verificou que a qualidade da instrução prediz significativamente a adoção do paradigma, enquanto a estatística Durbin-Watson 2,101 verificou a independência dos resíduos. Em conclusão, o paradigma humanista sócio-cognitivo melhora tanto o desempenho académico como a perceção da qualidade do ensino por parte dos estudantes. A sua aplicação exige a superação de obstáculos na conceção dos programas curriculares e na formação dos professores.
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