STUDENT EDUCATION, PROFESSIONAL INSERTION, AND FACULTY PRODUCTION IN MINING ENGINEERING: A STUDY OF 548 GRADUATES FROM UFOP (2013–2023)

Abstract

The study analyzes 548 mining engineers graduated from UFOP (2013-2023), based on 125 alumni responses and faculty curricula. Recent graduates face disproportionate demands (prior experience, software proficiency, English) and reliance on networking (45% of jobs filled via referrals). Currently, 76% work in the field (notably in Minas Gerais and companies like Vale), while 23% shifted to other sectors. During graduation, there was low engagement in complementary activities: 59% did not join extension projects, 48% skipped scientific initiation, and 83% avoided teaching projects. Faculty contributions were uneven, with 74% of scientific initiations and 29% of extension projects concentrated among few professors. The conclusion highlights the need for stronger market integration, expanded practical training, and balanced faculty involvement.