Educação e ensino nas produções científicas do Congresso Brasileiro de Educação em Engenharia: uma análise crítica sobre o ensino de engenharia

• Autor(a) principal: Ramos, Adriana Regina
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br:8080/tede/handle/tede/966
• topic: Ensino de engenharia; Congresso Brasileiro de Educação em Engenharia; Racionalidade técnica; Racionalidade prática; Competências; Filosofia da práxis; The teaching of engineering; Brazilian Congress on Engineering Education; Technical Rationality; Practical Rationality; philosophy of praxis; CIENCIAS HUMANAS::EDUCACAO

Inserted into the research line Society, Knowledge and Education, of the Program of Master in Education from UNIOESTE Campus Francisco Beltrão, in Brazil; this research is included in the debate on labor, education and the teaching of engineering. Through this investigation, we sought to uncover the relationship between epistemology and the conception of teaching-learning from authors of scientific papers published in the annals of COBENGE 2012; in detail those which address teaching and learning of engineering. Through the research, we specifically aimed to: a) understand the teaching of engineering in the context of productive restructuring of the capitalism; b) investigate and analyze the relationship between epistemology and the conception of teaching and learning present in papers published in the annals of COBENGE 2012; c) contribute with discussions concerning the teaching of engineering from the epistemology of the dialectical-historical materialism. We started from the hypothesis that, in an attempt to overcome the traditional pedagogy, teaching in undergraduate courses of engineering would be wavering between the positivist technical rationality and the postmodern practical rationality. Thus, the teachings, by professors, of scientific, abstract concepts from formal logic, have been giving its way to constructive activities of the learners, from empirical situations that favor the development of cognitive, flexible and adaptive competences of individuals to the reality. From such assumption, it is understood that the teaching of engineering would not go through the dialectic-historical logic, which is based on the teaching of concrete. Bibliographic methodology with analysis of contents was applied in this research; in compliance with the explanations of Gil (2002) and Bardin (1977). The theoretical and methodological basis of the research is in accordance with the dialectical and historical materialism, since such method provides theoretical elements that make it possible to understand the contradictions between work, education and the teaching of engineering, and contributes to the discussion and the understanding of new possibilities regarding the formation of engineers. The present work is organized into three parts: the first part presents a discussion over the teaching of engineering in the context of productive restructuring of the capitalism, focusing on the implications of such context over the shift of professional profiles at the postmodernity; it also debates the emergence of the ideology of the end of work society and the upcoming of the knowledge society and with it the emergence of the practical rationality paradigm; the resumption of the motto "learning to learn" and the theory of Jean Piaget in postmodern educational ideas; and also the influence of these theories on official education documents such as the National Curriculum Guidelines for undergraduate degree in engineering. The second part presents an analysis of the annals of COBENGE 2012, over the relationship between epistemology and conceptions of teaching and learning of authors of scientific articles published in that edition of the congress. The third part presents the epistemology of dialectical historical materialism as a way to elicit reflections on the teaching of engineering based on that epistemological paradigm.