Uma análise comparativa entre as competências requeridas na atuação profissional do engenheiro contemporâneo e aquelas previstas nas diretrizes curriculares nacionais dos cursos de Engenharia

Abstract

Resumo: A noção de competência é cada vez mais presente no ambiente acadêmico e no mundo do trabalho. Nesse contexto, o ensino de engenharia no Abstract:The notion of competence is increasingly present in the academic and professional environments. In this context, engineering education in Brazil has established, through curricular guidelines, a roll of competences to be developed during the undergraduate courses. Based on this legislation, a question arises on the adequacy of these definitions regarding what is actually required to professionals. Thus a survey was conducted with engineers in the work market to verify the adequacy of the established legislation to the competences required in practice. It was observed that technical knowledge is fundamental, and well-developed in educational institutions; however, the management area, although addressed to some degree in the guidelines, is not developed during graduation, becoming a deficiency to be corrected by professional engineers.

Production engineers profiling: competences of the professional the market wants

“…No competence in this group has an excess of resources or low priority. In addition, the biggest gaps are also present in softs skills, the result that is aligned with the results of Universium (2017) and Carvalho & Tonini (2017) study. Therefore, it is suggested that those involved in the course management continue to look for ways to reinforce the development of these competences.…”

“…In order to be in tune with society and the job market, one of the most comprehensive forms of curriculum organization and evaluation that higher education institutions have been adopting is the desired competences model of graduates' profile (Carvalho & Tonini, 2017). The institutions and those responsible for the creation of the courses identify a set of competences and, from it, establish their curricula, disciplines, and contents aligned with the demands of the job market and of the society.…”

“…Engineers' competences at the international level are defined by the Accreditation Board for Engineering and Technology (2012), widely disseminated in various engineering curriculum studies (Passow, 2007(Passow, , 2012Carvalho & Tonini, 2017;Younis, 2002). The competences suggested by national and international regulators for engineering professionals overlap and incorporate different aspects of knowledge, skills, attitudes, context, and form.…”

“…According to research by Universium (2017), 14,582 engineering students in Brazil state that the least developed social skills in the course are stress management, communication skills, and time management. Carvalho & Tonini (2017), still claim that there is a lack of skills related to people management, while technical skills have been well developed.…”

Comparação Entre as Competências Do Grand Challenges Scholars Program E Das DCNS Do Curso De Graduação De Engenharia

“…As exigências impostas ao engenheiro do século XXI, tanto profissionalmente quanto socialmente estão sofrendo mudanças em decorrência das alterações do mercado de trabalho e da sociedade. Um exemplo é o empenho em criar e melhorar processos sustentáveis, visando uma melhor qualidade de vida da população (CARVALHO & TONINI, 2017). Portanto, desenvolver projetos que se preocupem com as competências desenvolvidas pelo aluno é importante para um melhor entendimento da formação do engenheiro do século XXI e é essencial para seu desempenho em seu futuro profissional.…”