Modelo de formação acadêmica interdisciplinar: uma análise da estrutura curricular e metodológica no curso do BC&T/UFRN, na ótica dos egressos

Abstract

This research was to analysis problem: the perception of the course graduates BC & T / UFRN as the curriculum and methodological framework of the interdisciplinary academic model? To support research, it broke the idea that education, from the 1970s, has undergone several transformations adapt to the new hegemonic order of capitalist production and the political changes, gradually introduced, so that it could contribute for economic and social development of countries. Thus, it was noticed that the Bologna Process and the REUNI marked strongly this scenario, the international and national levels, respectively, promoting a new academic model of higher level, titled Bachelor degrees Interdisciplinary - IBs, which prioritize the adoption a more flexible curriculum system, teaching-learning methodologies and evaluation focused on the student, the practice of interdisciplinarity, the association between theory and practice, among others. That said, it sought to achieve the following overall goal: to analyze the curriculum and methodological framework of the interdisciplinary training model implemented by the course of Bachelor of Science and Technology of UFRN, from the viewpoint of egress. As for the analysis procedures, is a quantitative and qualitative research, because to get the answers related to problem analysis and objectives, we made use of the following data collection instruments: questionnaires and interviews. As for its design, it is a bibliographical research, documentary and field. Whereas the study population of 352 graduates, it estimated a sample to administer the questionnaires 50.2%, and 5 graduates for the interviews. To analyze the data, and the application of descriptive statistics, which earned the relative frequencies and cumulative data collected from the questionnaires was used also a sequence of activities, namely: reduction, categorization and interpretation of data (GIL, 2009). The dissertation highlighted as main results that the course has sought to develop the curriculum flexibility through their academic options: general, directed and engineering. However, from the viewpoint of egress, some problems have been reported, such as the absence of interdisciplinary practice and the practice of an overly traditional methodology.