Resumen

ANDREOLI, Fabiana de Nadai; BEHRENS, Marilda Aparecida  y  TORRES, Patrícia Lupion. Metodologia de projeto no paradigma da complexidade aplicada em disciplina de curso superior. Contrapontos [online]. 2012, vol.12, n.02, pp.179-188. ISSN 1984-7114.

Scientific and technological evolution, as well as population growth, have led to an enormous capacity of intervention by humanity, in the nature of the planet, generating on one hand, wealth to meet man’s unlimited needs and on the other, planetary environmental impacts that require significant changes in the way the natural resources are used. Thus, due to changes in the environmental dynamics, the processes related to education and learning also need to change, in order to prepare new professionals for the new paradigms. Rather than just passing on educational contents, which demand a dynamic updating, the pedagogical process must seek to develop the capacity for identification and selection, decoding, and practical application of new knowledge available in a process of continuous learning. In this context, the PEFOP group (Educational Paradigms and Teacher Training) involved in the practical pedagogical research of university professors decided to investigate the issue of: How to suggest an education that supports the proposition of a methodology that deals with the complexity paradigm in undergraduate Courses in the Exact Sciences? This critical and qualitative research-action was carried out by the PEFOP group, and the project methodology was applied to a paradigm of complexity in undergraduate courses by a teacher or PhD student in Education, who applied the proposal to 28 students in the 8th period of the Course in Environmental Engineering, in the Discipline of Environmental Management. The construction of the didactic contract for the proposal of this discipline that is the objective of investigation of the research-action was based on the project methodology proposed by BEHRENS (2006), based on the paradigm of complexity proposed by MORIN (2000). The research showed that 86% of the students believed the project methodology contributed to the improvement of learning, while the remaining 14% blamed lack of time as the reason for not dedicating themselves to the course or to their own learning. Thus, the students' criticisms were associated with changes in habits and the requirements of out-of class study. All the students who took part in the research considered group activities (exercises resolved in groups, writing essays, presentation of work in themed seminars) for the production of collaborative knowledge contributed to critical discussion and reflection. This investigative process sought to create new methodological propositions to support methodological variations that create graduate school learning, especially in Graduation Courses in the Exact Sciences.

Palabras clave : Complexity Paradigms; Project Methodology; Class Plan; Continuous Evaluation; Graduate Education.

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