ResumenSe analiza la formación integral en programas de ingeniería, en correspondencia con la política de calidad educativa de Colombia. El componente metodológico se contextualiza en el enfoque lógico racionalista, visión cualitativa, diseño descriptivo, explicativo, analítico para configurar un sistema de categorías teóricas, mediante la observación, revisión y análisis documental. Los resultados evidencian que el componente normativo de modelos curriculares en ingeniería se fundamenta en principios de integralidad, pertinencia, contextualización y flexibilización, al asumir la formación mediante el despliegue de competencias científico-técnicas y de carácter socio-humanísticas. Se concluye en la necesidad de definir políticas de calidad educativa, con base en la concepción de procesos formativos integrales que estén sustentados en múltiples experiencias de aprendizaje significativo. Palabras clave: formación integral en ingeniería; calidad educativa; gestión del currículo; perfil por competencias; mediación didáctica Integral Training in Engineering Professionals. Analysis on the Level of Educational Quality AbstractThe integral training in engineering programs is analyzed, in correspondence with the policy of educational quality in Colombia. The methodological component is contextualized in the logical rationalist approach, qualitative vision, and descriptive, explanatory, analytical design to configure a system of theoretical categories, through observation, review and documentary analysis. The results show that the normative component of curricular models in engineering is based on principles of integrality, pertinence, contextualization and flexibilization, when assuming the training through the deployment of scientifictechnical competences and socio-humanistic character. It is concluded on the need of defining policies of educational quality, based on the conception of integral formative processes that are based on multiple experiences of meaningful learning.
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