Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Gomes, Marcelo Marques |
| Orientador(a): |
Furlin, Marcelo |
| Banca de defesa: |
Souza, Vitor Chaves de,
Hashizume, Cristina Miyuki,
Mattasoglio Neto, Octavio,
Nakayama, Bárbara Cristina Moreira Sicardi |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/2136
|
Resumo: |
This thesis aim to investigate, among the aspects that interfere in the humanist formation of the Engineering course student at the Centro Universitário do Instituto Mauá de Tecnologia (CEUN-IMT), the perceptions of these students about the influence of engineering graduation and the education of their professors. In these perceptions, an attempt was also made to capture the perceptions of the impacts of this humanization (or its lack of) in his performance as an Engineer, opposing or corroborating my own perceptions about my training as an Engineer. These perceptions were captured in light of the concepts of high modernism, according to Bauman (2001), Giddens (2012) and Hannah Arendt (2017), and of Agamben’s (2009) concepts of contemporaneity. It is noted that human and social aspects, which are fundamental for coexistence in society, are sometimes left aside in favor of a highly technicist education, leading the future professional to an exile from humanism. Hermeneutic conversations were held with six students, from different grades. Concepts of Narrative Research were used, following ideas from Clandinin and Connely (2011) and Passeggi (2011), which proved to be, for this investigation, an appropriate alternative in relation to traditional research, especially for this type of approach, where intents to legitimatethe voice of the interlocutor. Interviews pointed to deficiencies in the education of engineering professors, particularly in humanistic aspects, since they are mostly engineers and had in their professors, also engineers without humanistic formation, the only examples before embracing the teaching career. It was also pointed out the small importance given to humanism throughout the graduation, which was verified as a historical fact. At the end, a teacher training path were proposed, consisting of four modules and lasting 12 hours, to be offered to the IMT through IMT Professors Academy, with the aim of awakening in the teacher the reflection about his own role as a humanizing teacher.(AU) |
