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Abstract(s)
O presente estudo trata da reforma curricular num curso de Engenharia com o objetivo de compreender como as Diretrizes Curriculares Nacionais (DCNs) para os cursos de graduação, foram perpecionadas pelos docentes na reformulação do projeto pedagógico de curso (PPC). Tendo em vista este tema, nesta investigação procuramos: (a) conhecer o modo como os professores percecionam as novas diretrizes curriculares nacionais para os cursos de engenharia mecânica;(b) saber se a atualização do PPC está de acordo com os referenciais e diretrizes curriculares nacionais; (c) compreender se as alterações se restringiram ao currículo prescrito ou se foram extensivas aos currículos real e oculto; (d) saber o que mudou na prática pedagógica dos professores após a alteração curricular;
Para esta investigação,foi definido como participantes,oito professores do quadro dos docentes do curso de Engenharia Mecânica do Instituto FederalSul rio-grandense,campus Passo Fundo. A investigação tem caráter qualitativo,em que a coleta de dados é realizada através de entrevistas semi-estruturadas com os professores e a análise documental das DCNs,dos referenciais curriculares e do PPC do curso.
Dos resultados obtidos, destaca-se que: (a) as DCNs foram consideradas pelos docentes como sendo algo necessário para a aprovação do curso e ao mesmo tempo não é importante para a sua atuação; (b) destaca-se a ideia, entre os docentes,de PPC como um guia;(c) para uma reforma tenha sucesso são necessários sete itens, a reforma estudada atende apenas três; (d) podemos dizer que a reformulação do PPC trouxe novas abordagens pedagógicas, porém grande parte do corpo docente as desconhece; (e) Percebe-se esforços para desenvolver uma formação mais humana no curso;e (v) existe pontos de divergência entre o PPC do curso e as DCNs.
The present study deals with curricular reform in an Engineering course with the objective of understanding how the National Curricular Guidelines {DCNs) for undergraduate courses were perpetuated by the teachers in the reformulation ofthe pedagogical course project (PPC). ln this research,we aim to: (a) know how teachers perceive the new national curricular guidelines for mechanical engineering courses; {b) whether the updating of the PPC is in accordance with national curricular guidelines and guidelines; (c) understand whether the changes were restricted to the prescribed curriculum or whether they were extended to the actual and hidden curricula; (d) to know what has changed in the pedagogical practice of teachers after curricular change; For this research,eight teachers from the Faculty of Mechanicai Engineering of the Federal lnstitute of Sul-rio-grandense, Passo Fundo campus, were defined as participants. The research has a qualitative character,in which the data collection is carried out through semi-structured interviews with the teachers and the documentary analysis of the DCNs, the curricular references and the PPC of the course. From the obtained results, it is highlighted that: (a) the DCNs were considered by the teachers as something necessary for the approval of the course and at the same time it is not important for their performance; (b) emphasize the idea among teachers of PPC as a guide; (c) for a reform to succeed,seven items are needed,the reform studied meets only three;(d) we can say that the reformulation of the PPC brought new pedagogical approaches,but a great part of the faculty does not know them;(e) Efforts are made to develop more humane training in the course;and (v) there are points of divergence between the course PPC and the DCNs.
The present study deals with curricular reform in an Engineering course with the objective of understanding how the National Curricular Guidelines {DCNs) for undergraduate courses were perpetuated by the teachers in the reformulation ofthe pedagogical course project (PPC). ln this research,we aim to: (a) know how teachers perceive the new national curricular guidelines for mechanical engineering courses; {b) whether the updating of the PPC is in accordance with national curricular guidelines and guidelines; (c) understand whether the changes were restricted to the prescribed curriculum or whether they were extended to the actual and hidden curricula; (d) to know what has changed in the pedagogical practice of teachers after curricular change; For this research,eight teachers from the Faculty of Mechanicai Engineering of the Federal lnstitute of Sul-rio-grandense, Passo Fundo campus, were defined as participants. The research has a qualitative character,in which the data collection is carried out through semi-structured interviews with the teachers and the documentary analysis of the DCNs, the curricular references and the PPC of the course. From the obtained results, it is highlighted that: (a) the DCNs were considered by the teachers as something necessary for the approval of the course and at the same time it is not important for their performance; (b) emphasize the idea among teachers of PPC as a guide; (c) for a reform to succeed,seven items are needed,the reform studied meets only three;(d) we can say that the reformulation of the PPC brought new pedagogical approaches,but a great part of the faculty does not know them;(e) Efforts are made to develop more humane training in the course;and (v) there are points of divergence between the course PPC and the DCNs.
Description
Keywords
DCNs Reforma curricular PPC Engenharia mecânica Curriculum reform Mechanical engineering
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação