Perspectivas da metodologia de ensino no processo de aprendizagem: uma investigação junto aos discentes do curso de ciências contábeis da UFGD

Abstract

The complexity involved in the teaching and learning process has given rise to various theories and is a recurring subject of study, given that intrinsic and extrinsic factors permeate the process of elaborating, developing, and structuring knowledge as scientific knowledge. The teaching process is an integral part of academic development, enabling theoretical and practical foundations in on-site laboratories and outside the university, in services provided to the community through outreach projects, fostering a dialogic interaction of the knowledge and skills inherent to professionals trained by higher education institutions (HEIs). However, certain factors can cause variations in the achievement rate of the courses offered by the program and in the effectiveness of the educational practices adopted by the institution. The learning process generates specific demands that increasingly align with and reflect the challenges faced by students. Over time, we have seen a growing expansion of access to higher education, and this new clientele configuration is part of the inclusive process being implemented throughout the country. In this sense, the educational institution's academic staff responds to pedagogical needs based on the rate of entry, retention, and completion. The following study provides a descriptive overview of the perceptions of accounting students at the Federal University of Grande Dourados, their expectations regarding the course, the difficulties experienced throughout the semesters, and how the teaching methodology adopted interacts with the challenges of the academic journey. Students' intrinsic and extrinsic motivation proved to be significant drivers of study behavior. However, demotivating environmental factors highlighted work exhaustion, overcrowded public transportation, and impaired class attendance due to work as preponderant factors and potential barriers to student readiness. The students' perception of their learning indicates that active methodologies would be more efficient, however, when contrasted with the student's positioning, the result is reflected in their assessment of academic performance.