O projeto formativo do engenheiro na contemporaneidade: entre a formação humana e a mercadológica

Abstract

The theme of this research is the formative project of the Engineering courses facing the perspective of human formation as a possibility of overcoming the market bias. It has as object of study the initial formation of the engineer. In this sense, it has as general objective to analyze the extent to which the pedagogical proposals of Engineering Courses of a State Higher Education Institution are articulated to the immediacy of the market interests instituted in the context of the productive restructuring of capital. For this, methodologically, it is a study inspired by the principles of Dialectical and Historical Materialism, of exploratory character, anchored in the qualitative approach and that uses the bibliographical and documentary research, whose corpus is constituted by the following documents: general orientations for the guidelines of the undergraduate courses, National Curricular Guidelines of the undergraduate courses in Engineering. Institutional Development Plan (PDI) / Institutional Pedagogical Project (PPI) (UEP) (2018-2022), current pedagogical projects of the Bachelor's Degree in Production Engineering (2009), Chemical Engineering (2010) and Environmental Engineering (2011) at UEAP. For the analysis of the information obtained, the technique of Dialogic Discourse Analysis (ADD) and the contributions of the Bakhtinian thought are used. From the understanding of work as the guiding principle, throughout history, the processes of material production of human life as well as the educational/formative processes, the initial reflections allow us to verify that the process of reconfiguration of Higher Education and of universities is governed by the context of productive restructuring, in which economic logic and the maintenance of the interests of capital prevail. It is also inferred that, historically, the formation of the engineer is also crossed by multiple political and economic determinations, subordinating the demands of the current mode of production. With regard to the National Curricular Guidelines for engineering courses, these corroborate the consolidation of neoliberal hegemony, insofar as they promote curricular designs articulated with the support of the capitalist productive sphere, advocating the valorization of technical knowledge and corroborating the formation of a worker increasingly exploited and prepared to adapt to new situations. On the other hand, a comparison of the training of the engineer at the State University of Amapá makes it possible to state that the research findings point out that the training of the engineer at UEAP is largely linked to a market formation, that is, to attend to the immediacy of the demands in the productive world, but they present some relevant aspects that refer to the question of human formation