Desenvolvimento de um modelo de diagnóstico de formação de competências socioemocionais para cursos de engenharia

Abstract

In this work, was model developed the diagnostic of the formation of soft skills for engineering courses. The guiding theoretical framework was conceived through a systematic review on the Humanities and Engineering teaching. The socio-emotional skills, defined as of greatest importance to engineers were: Problem Solving, Open Mind, Oral Communication, Written Communication, Active Listening, Reading, Foreign Language, Multiculturalism, Contact Networking, Leadership, Ethics, Professionalism, Social Responsibility, Emotions Control, Motivation, Lifelong Learning, Networking, Leadership, Ethics, Professionalism, Social Responsibility, Emotion Control, Motivation, Lifelong Learning, Self Direction, Creativity and Innovation. These desirable qualities in engineers have been found in articles in scientific databases such as Scopus, Web of Science, and Science Direct, published in high impact factor journals Through a data collection instrument developed in this thesis, questionnaires were applied to students, graduates, employers of engineers and teachers were interviewed, in order to maximize the scope of the universe that involves the formation the of mechanical engineer, from the Federal Technological University of Paraná, in the state of Paraná. Ponta Grossa campus. The Diagnostic Model was elaborated using fuzzy logic through fuzzyTECH software. From the data obtained with the application of the Model, it was concluded that employers' expectations regarding the minimum of desirable soft skills for engineers are higher than the current scenario, measured by engineers recently graduated from the most diverse institutions. On the other hand, it was observed that the perceptions of graduates and students of Mechanical Engineering of Ponta Grossa UTFPR, about their training in soft skills, coincide with the expectation of employers. Regarding the comparison of the opinion of the teachers of each area of the course, with the appreciation of the employers of engineers, it was found that not all areas have the same perception of how they are developing soft skills in their students.