Para onde apontam as atuais diretrizes curriculares? Um olhar sobre as DCNs de engenharia

Abstract

Establishing a guideline, whether for the design of a road or a curriculum, brings with it a range of intentions that reflect the power of those who establish it, thus raising some questions about the paths and intentions of this guideline. Among those questions, one will guide us in this paper: do all the curricula adopted by our educational institutions prepare the individual to think of solutions that help society or are there some that are more aligned with the interests of the market? From this question, we seek some answers while directing a new look on the current National Curricular Guidelines (DCNs) of engineering courses (BRASIL, 2019b), instituted by Resolution CNE/CES nº2/2019, in order to analyze and identify what were the real intentions that led to their updates. To achieve this goal, we opted for a qualitative research, initially bibliographic, focusing on curriculum theories (SILVA, 2010; KLIEBARD, 2011) and papers that address said DCNs, followed by a documentary analysis on legal devices (BRASIL, 2019a; BRASIL, 2019b) that led to the institution of such guidelines. We concluded that the strong performance of the market during the construction of the DCNs resulted in a curriculum based on competencies that makes training more flexible, making it more entrepreneurial and competitive, and less focused on social interests.