Evolução do perfil didático-pedagógico do professor-engenheiro
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/136765 |
Resumo: | This literature review has sought to analyze and understand the evolution of the didactic and educational profile of engineering professors in Brazil, and has identified that their didactic and educational profile has not changed over the history of engineering courses. The teaching-learning method is characterized by traditional practices, which involve lectures and laboratory practices, and students are evaluated through tests. Similarly, the Brazilian industry has not changed significantly throughout history, and has been characterized by the reproduction of consumer goods. However, the employer market in Brazil requires a technical and scientific education based on an ethical and humanistic view, which enables understanding and developing new technologies, acquiring a critical and creative sense, and identifying and solving the problems and demands of society. Such professional competences are observed only in developed countries which have globalized higher education, which prioritizes the international mobility of students, professors and professionals. This means that those competences are incompatible with the Brazilian reality, which does not practice technological innovation and focuses on the reproduction of manufactured goods. The government has implemented both educational legislation and aid programs for industries in order to meet the demands of the employer market. However, results have been unsatisfactory due to the reproductive profile of the industrial sector. Nevertheless, professors need to acquire new teaching-learning methods, which enable the construction of knowledge rather than its reproduction. The objective is to enhance student learning, improving their professional education, which results in technological advancement, even if it is within the scope of the reproduction of manufactured goods. |
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Evolução do perfil didático-pedagógico do professor-engenheiroEvolution of the didactic and educational profile of engineering professorsEngineering professorDidactic and educational qualificationsEngineering educationProfessor-engenheiroCapacitação didático-pedagógicaEducação em engenharia This literature review has sought to analyze and understand the evolution of the didactic and educational profile of engineering professors in Brazil, and has identified that their didactic and educational profile has not changed over the history of engineering courses. The teaching-learning method is characterized by traditional practices, which involve lectures and laboratory practices, and students are evaluated through tests. Similarly, the Brazilian industry has not changed significantly throughout history, and has been characterized by the reproduction of consumer goods. However, the employer market in Brazil requires a technical and scientific education based on an ethical and humanistic view, which enables understanding and developing new technologies, acquiring a critical and creative sense, and identifying and solving the problems and demands of society. Such professional competences are observed only in developed countries which have globalized higher education, which prioritizes the international mobility of students, professors and professionals. This means that those competences are incompatible with the Brazilian reality, which does not practice technological innovation and focuses on the reproduction of manufactured goods. The government has implemented both educational legislation and aid programs for industries in order to meet the demands of the employer market. However, results have been unsatisfactory due to the reproductive profile of the industrial sector. Nevertheless, professors need to acquire new teaching-learning methods, which enable the construction of knowledge rather than its reproduction. The objective is to enhance student learning, improving their professional education, which results in technological advancement, even if it is within the scope of the reproduction of manufactured goods. Este trabalho é uma revisão bibliográfica, cujos objetivos são analisar e compreender a evolução do perfil didático-pedagógico do professor-engenheiro no Brasil. Identificou-se que o perfil didático-pedagógico não mudou ao longo da história dos cursos de engenharia. O método de ensino-aprendizagem é caracterizado por práticas tradicionais, que envolvem aulas expositivas e práticas laboratoriais, sendo o aluno avaliado por provas. Analogamente, o parque industrial brasileiro não apresentou mudanças significativas ao longo da história, sendo caracterizado pela reprodução de bens de consumo. Entretanto, o mercado empregador brasileiro impõe uma formação técnico-científica baseada em uma visão ética e humanística, que possibilite entender e desenvolver novas tecnologias, adquirir senso crítico e criativo, além de identificar e resolver problemas e demandas da sociedade. Essas competências profissionais são observadas apenas em países desenvolvidos que possuem uma educação de nível superior globalizada, que prioriza a mobilidade internacional de estudantes, professores e profissionais. Isso significa que as referidas competências são incompatíveis com a realidade brasileira que não pratica inovação tecnológica, centrando-se na reprodução de manufaturados. O governo tem implantado tanto legislações educacionais como programas de auxílio às indústrias com o intuito de atender às demandas do mercado empregador. Entretanto, os resultados foram insatisfatórios devido ao perfil reprodutivo do setor industrial. Contudo, o docente precisa adquirir novos métodos de ensino-aprendizagem, que possibilitem a construção ao invés da reprodução do conhecimento. Objetiva-se melhorar a aprendizagem do aluno, aprimorando sua capacitação profissional, o que resulta em avanço tecnológico, mesmo que seja no âmbito da reprodução de manufaturados.Universidade de São Paulo. Faculdade de Educação2017-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/13676510.1590/s1517-9702201608149237Educação e Pesquisa; v. 43 n. 2 (2017); 467-482Educação e Pesquisa; Vol. 43 No. 2 (2017); 467-482Educação e Pesquisa; Vol. 43 Núm. 2 (2017); 467-4821678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/136765/132505Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessMolisani, André Luiz2017-08-14T16:47:53Zoai:revistas.usp.br:article/136765Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2017-08-14T16:47:53Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Evolução do perfil didático-pedagógico do professor-engenheiro Evolution of the didactic and educational profile of engineering professors |
title |
Evolução do perfil didático-pedagógico do professor-engenheiro |
spellingShingle |
Evolução do perfil didático-pedagógico do professor-engenheiro Molisani, André Luiz Engineering professor Didactic and educational qualifications Engineering education Professor-engenheiro Capacitação didático-pedagógica Educação em engenharia |
title_short |
Evolução do perfil didático-pedagógico do professor-engenheiro |
title_full |
Evolução do perfil didático-pedagógico do professor-engenheiro |
title_fullStr |
Evolução do perfil didático-pedagógico do professor-engenheiro |
title_full_unstemmed |
Evolução do perfil didático-pedagógico do professor-engenheiro |
title_sort |
Evolução do perfil didático-pedagógico do professor-engenheiro |
author |
Molisani, André Luiz |
author_facet |
Molisani, André Luiz |
author_role |
author |
dc.contributor.author.fl_str_mv |
Molisani, André Luiz |
dc.subject.por.fl_str_mv |
Engineering professor Didactic and educational qualifications Engineering education Professor-engenheiro Capacitação didático-pedagógica Educação em engenharia |
topic |
Engineering professor Didactic and educational qualifications Engineering education Professor-engenheiro Capacitação didático-pedagógica Educação em engenharia |
description |
This literature review has sought to analyze and understand the evolution of the didactic and educational profile of engineering professors in Brazil, and has identified that their didactic and educational profile has not changed over the history of engineering courses. The teaching-learning method is characterized by traditional practices, which involve lectures and laboratory practices, and students are evaluated through tests. Similarly, the Brazilian industry has not changed significantly throughout history, and has been characterized by the reproduction of consumer goods. However, the employer market in Brazil requires a technical and scientific education based on an ethical and humanistic view, which enables understanding and developing new technologies, acquiring a critical and creative sense, and identifying and solving the problems and demands of society. Such professional competences are observed only in developed countries which have globalized higher education, which prioritizes the international mobility of students, professors and professionals. This means that those competences are incompatible with the Brazilian reality, which does not practice technological innovation and focuses on the reproduction of manufactured goods. The government has implemented both educational legislation and aid programs for industries in order to meet the demands of the employer market. However, results have been unsatisfactory due to the reproductive profile of the industrial sector. Nevertheless, professors need to acquire new teaching-learning methods, which enable the construction of knowledge rather than its reproduction. The objective is to enhance student learning, improving their professional education, which results in technological advancement, even if it is within the scope of the reproduction of manufactured goods. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/136765 10.1590/s1517-9702201608149237 |
url |
https://www.revistas.usp.br/ep/article/view/136765 |
identifier_str_mv |
10.1590/s1517-9702201608149237 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/136765/132505 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 43 n. 2 (2017); 467-482 Educação e Pesquisa; Vol. 43 No. 2 (2017); 467-482 Educação e Pesquisa; Vol. 43 Núm. 2 (2017); 467-482 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713812107886592 |