This research aimed at developing a guiding diagram about the elements that might
constitute The Courses Pedagogical Projects (PPCs) of Engineering based on the new
National Curriculum Guidelines (DCNs). The diagram corresponds to an educational
product, in which derives and complements another two sub-products, entitled “Script
to the analysis of PPC to the Engineering Courses” and “Synthesis instrument of analysis
and evaluation of a PPC”, both directed to the analysis and evaluation of PPCs. Through
this product, it was sought to contribute to Engineering Courses, mainly for the
understanding of the new DCNs, which advocate many changes in the teaching-learning
context and in the profile of the future engineers. From the referred guidelines and the
theoretical framework studied, in this research, the PPC is understood as a key
document to direct the implementation of what is envisaged in the DCNs. This research
is of an applied nature, and it was conducted from a qualitative approach and
exploratory feature. Among the methodological procedures adopted are: bibliographic
research; documentary research; observations and informal conversations at
CCNT/UEPA during our experience as a servant of the institution and also as a
researcher, during the mandatory supervised internship of PPGCIMES; fundamental
development of mental maps for the prototyping of the educational product; experts
panel to evaluate the educational product and its sub-products. Considering the
implication in the locus of the research, the CCNT/UEPA, we highlight the importance of
carrying out a diagnosis about the locus of the research, which made it possible to
analyze the PPCs of the four Engineering Courses of the institution, as well as to identify
if these courses were already meeting the demands of the new DCNs. We could also
identify the main characteristics of the CCNT/UEPA, understand its teaching policy, and
the challenges and resistance inherent to an intervention process in the teaching learning context of the courses. As results achieved, and also as contributions, we
emphasize the methodological experimental construction that has based the educational
product development, the situational diagnosis of the PPCs from CCNT of UEPA and the
contributions of this diagnosis to the initial testing of the product and the sub-products,
and also the evaluation of the experts from the panel, who besides highlighting points of
correction and improvements, emphasized the potentiality of the materials created to
meet the new DCNs, covering the constitutive elements of the Engineering PPCs,
promoting the adequacy process of the Courses to the new DCNs. Based on the above
considerations, our intention is that the product becomes a working instrument for the
coordinators and professors of the Engineering Courses of the CCNT and from other
interested institutions, as well as potentializes our professional performance at UEPA,
immediately returning the investment undertaken in our academic qualification.
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