A contextualização como princípio educativo - Estudo de caso: o ensino do marketing no curso de Tecnologia em Agroindústria

Abstract

This study aimed to apply a teaching methodology that offers a contextualization of theoretical knowledge in practical teaching of the Marketing Mix, a menu of content covered in the course Logistics, Marketing and Sales in the Agribusiness System, for students of 5º semester of Agribusiness Technology, Federal Institute of Education, Science and Technology of Mato Grosso - Fields Campo Novo do Parecis - Therefore, we designed a research project, along with the students and the teacher in his discipline. This project was named Project of Technological and had as its theme generator crystal sugar ―Doce Vida‖, this product produced in Campo Novo do Parecis and considerable economic impact for the region. The project aimed to: identify the influence of the variables of the marketing mix in the marketing of crystal sugar ―Doce Vida‖, highlighting the consumer profile of crystal sugar ―Doce Vida‖, highlighting the strengths and weaknesses of the product and conduct a study on the labeling Crystal Sugar ―Doce Vida‖. Thirteen students participated in the elaboration and realization of this project. On questionnaires were administered to 380 consumers of the product within the county, and after data collection, the students presented an analysis of the results of this work and to them were given a passing grade for the course. Regarding the reviews about the process of learning as research subjects, these were taken from three different methods that they are: 1 ° a quantitative method - Assessment Questionnaire using Method Attitude Guy with a Likert scale of 3 points, the maximum value being assigned to the expression "strongly agree" 2 for "neither agree nor disagree" and 1 point for "strongly disagree" with respect to 15 statements constructed from the theoretical content of the marketing mix, 2° method qualitative and quantitative character-development of a "Technological Project" in which students had the theoretical knowledge contextualization; 3º method qualitative analysis by observation through photographic images. The 1º method was applied to students at the beginning and end of the teaching-learning process and the responses were compared and observed a gradual way of appropriating knowledge. The 2º method was used to develop learning in a more dynamic and motivating, and aid in the critical view of the students, while they provided a moment of interdisciplinarity between complementary disciplines and disciplines of the technical areas. At all stages the image registration was performed and has become an efficient method for the analysis and reflections.