Docência em engenharia: uma experiência de formação a partir do pensamento complexo

• Ano de defesa: 2011
• Autor(a) principal: Rabelo, João José Evangelista
• Orientador(a): Valente, José Armando
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Docência em engenharia; Ensino universitário; Pedagogia universitária; Educação em engenharia; Educação superior; Complexidade; Pensamento complexo
• Palavras-chave em Inglês: Engineering instruction; Engineering education; Higher education; University instruction; University pedagogy; Complex thought; Complexity
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/9607

This dissertation aims to identify and understand how a group of engineering instructors appropriate a complex pedagogic framework to reflect on and transform their practices. Initially the author, who is an engineering instructor, shows how the subject teaching engineering became an object of his investigation. The discussion of the Brazilian bibliography on engineering education indicates both the shortage of works on teacher development and the lack of pedagogic proposals based on the complex scientific paradigm. The results of this research support the improvement and innovation of teacher development programs on higher education and the dissemination of Edgar Morin s Complex Thought. The core of this dissertation encompasses three parts: an outline of a complex pedagogic framework; the use of this framework to the instructors theoretical development; and the application of the framework by the instructors to plan and apply new pedagogic actions. The theoretical part of the teacher development program lasted one semester and, under the author s supervision, started with the discussion of the concept of paradigm and its characteristics. This lead to the identification, by the instructors, of an engineering teacher paradigm of the programs they teach. The first discussions put into question traditional scientific thought and raised the interest on the paradigm of complexity, which was introduced. From a new epistemological framework, the Complex Thought, the instructors, based on pedagogic texts, critically reflected on their pedagogic conceptions and practices and were stimulated to think about changes in the light of the theoretical framework they were assimilating. In these activities, the instructors departed from scattered discourses and progressively incorporated the new pedagogic ideas into a more systematic understanding of the phenomena involved in their activities. As a result, they assumed greater responsibility for the improvement of their students academic results. The theoretical learning program finished with its evaluation by the instructors and was followed by the practical part of the program. At the beginning of a new semester the instructors wrote, under supervision, an intervention plan which included problem statement, objectives, activities and bibliography. The actions took place over the course of three months and the results were presented. Each instructor accomplished activities that reflected their prior experiences and pedagogic motivations. The reports demonstrated that many of the concepts learned were effectively used in the reconfiguration of the instructors actions. To a greater or lesser degree all instructors who finished the program were capable to using one or more principles of the Complex Thought theory to improve their pedagogic practices. Finally, the practical development program was evaluated by the instructors