O ensino da engenharia na Universidade Federal do Ceará: um diagnóstico do Curso de Engenharia Civil

Abstract

The Technology Center of the Universidade Federal do Ceará engineering courses have undergone an intense reformulation process guided by resolutions that, despite determining attributions and objectives, do not foresee a methodological proposal and student participation in the process. Given this scenario, the present work presents a student diagnosis of the the Civil Engineering course current situation, since it understands this stage as a fundamental part of the reformulation with direct impacts in the construction of its objectives. A review of important issues in the conception and implementation of pedagogical projects was carried out, such as the relation between globalization and higher education, the difficulties founded in teaching practices, the national guidelines that drive them and a description of the current course design. Through these aspects, problems were hypothesized about their current situation. The methodology was divided in three stages, adapted from a methodological proposal of understanding the problem in the integrated urban planning, being than: identification, characterization and diagnostic. In the identification, an analysis was made of the socioeconomic profile of the course's students in relation to their family history and the problem pointed out by them through a brainstorm and ENADE (Students Performance National Exam), in order to seek evidence about the hypotheses raised, divided into Three axes, being the profile of the egress, the curricular structure and the teaching practices. In the characterization, indicators and variables were proposed based on the agreement degree of the students in relation to the problem raised in the previous stage, as a way of expressing their severity. The data collection was done through physical and electronic forms and had the participation of 392 Civil Engineering course students. In the diagnosis, a parameter based on the adapted Likert scale and a classification of the severity degree of the problems based on the indicator was assigned. The socioeconomic profile obtained shows a predominance of students from private school and traditional education, with parents with high income rent and schooling. However, the impact of affirmative policies in this scenario has been verified, increasing the admission of students from public schools, professionalizing education and income from 1.5 to 4.5 minimum salaries. The evidences were obtained for all the raised hypotheses, with the most serious problems being pointed out regarding curricular structure and teaching practices. The results point to evidence that the current situation of the course can be characterized as distant from the proposals of its project, presenting a set of disaggregated disciplines, with excessive hours, that values the theoretical to the detriment of the practical, with the faculty members disarticulated and with decontextualized pedagogical practices. Finally, was raised the hypothesis that the main problem regarding the pedagogical project is not in its conception, but in the achievement of these objectives through the propositions of the disciplines, the dynamics between departments and curricular units and the teachinglearning relations in the class.