Diagnóstico sobre projetos pedagógicos das licenciaturas presenciais do CCET/UFRN
The democratization of higher education in the last decade and the consequent increase in enrollment, together with the rapid changes in the world, combined with technological innovations, demand, demand and require higher education institutions to rethink strategies that can not only provide kno...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/29551 |
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| Resumo: | The democratization of higher education in the last decade and the consequent increase
in enrollment, together with the rapid changes in the world, combined with
technological innovations, demand, demand and require higher education institutions to
rethink strategies that can not only provide knowledge, but above all empower
graduates to adapt to an increasingly complex context. In view of this, the Pedagogical
Course Project is an important document as it gathers all the actions and strategies that
guide the pedagogical practice, and must be in tune with the new world view, in order to
guarantee a global and critical for students as a way to enable them to exercise
citizenship, as well as subjects of reality transformation, with answers to the great
contemporary problems. Given this relevance, this document needs to undergo
permanent updates. Thus, this work has as its general objective to elaborate a diagnosis
about the documentary situation of the Pedagogical Projects of the present Degree
Courses of the Center of Exact and Earth Sciences (CCET) of UFRN. This objective
takes into consideration the aforementioned Projects that are in line with the last
curriculum directive published by the National Education Council, Resolution No. 2 of
July 1, 2015, which defines the National Curriculum Guidelines for initial level
education. (undergraduate courses, pedagogical training courses for graduates and
second degree courses) and for continuing education and those that have not yet made
their adjustments, as well as other documents that guide the entire updating process,
since these projects are collectively constructed and must be permanently updated and
those not yet in line with these standards. For this research we will use two
methodological approaches as elements for the empirical process, namely: case study
and documentary analysis, under the theoretical bases of qualitative research. This
research is justified at the institutional level, while it is extremely important to update
the Pedagogical Projects of the Courses so that they are in line with the federal and
institutional rules that regulate Higher Education and their results may offer subsidies
for these documents are reviewed within a certain period of time thus contributing to the
quality of the courses offered by the Institution. |
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