Cursos de engenharia da Universidade do Estado do Amapá e o mundo do trabalho: relações entre a formação acadêmica e o mercado (2010-2014)

Abstract

This dissertation discusses the correlations between the academic training of engineers, developed by the Engineering Courses offered by the State University of Amapá (UEAP), with the world of work. The study reflects on the world determinations that marked the reconfiguration of Higher Education and the metamorphoses in the world of work in contemporary capitalism. It considers as presuppositions that the commodification of Higher Education rethinks the function of the public university by diverting it’s social role of the construction of knowledge to the service of society - enhancing the commercialization of knowledge produced as a commodity - requiring a new profile of workers who can adapt to the flexible work. Considering globalization and the process of internationalization of education, it has as a research problem: How are the relations between the academic training developed by the Engineering Courses offered by UEAP and the world of work in the contemporary world? In this sense, the main objective was to analyze the relations between the Engineering Courses offered by UEAP and the world of work in the context of contemporary capitalism. A case study was developed with documentary analysis and application of questionnaires to graduates of the UEAP Engineering Courses. It was verified in the official documents that the offered courses follow a pedagogical format unilateral, light and fragmented in a perspective to correspond only to the demands of the market. The results indicate that the pedagogical proposals of these courses are aligned with a neotechnicist formation that incorporates the concept of entrepreneurship. As for the graduates of the courses, most of them have obtained employment in the area of training in the public sector, and have a qualification lato sensu e stricto sensu. The speeches indicate, despite the organization of the course project, that the main gaps in academic training relate to the minimum content worked on entrepreneurship, and even the slight use of innovation and technologies. However, they expressed great satisfaction with the profession, as well as perceiving themselves as professionals, who through technical knowledge can find solutions to the problems of society by a economic logic through the use of technologies and entrepreneurial practices. It is verified that the formative logic of the UEAP Engineering courses follows the market logic