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Investigação em Educação em Engenharia: Um Campo Emergente em Portugal

DOI: http://dx.doi.org/10.15552/2236-0158/abenge.v32n2p51-62

http://www.abenge.org.br/revista/index.php/abenge/index 

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Natascha van Hattum1, José M. N. de Oliveira2 & Bill Williams3

 

Resumo: Num mundo cada vez mais globalizado, e no qual o rápido desenvolvimento científico e tecnológico ocupa um papel central no desenvolvimento das sociedades, torna-se cada vez mais relevante discutir o perfil desejável dos profissionais de engenharia capazes de dar resposta a esses desafios, e, consequentemente, discutir os processos de formação desses futuros engenheiros. No contexto internacional, essas necessidades têm feito emergir a Investigação em Ensino de Engenharia (IEE) como um campo de investigação autônomo. Norteando-se pelos critérios de identidade para um campo de investigação de Fensham (2004), usado também por Borrego (2007), como princípios orientadores de análise, este artigo pretende discutir a identidade do campo de IEE, caraterizar o seu estado atual no contexto internacional e no contexto português, e posicioná-lo relativamente às ciências da educação. Busca-se igualmente identificar os desafios emergentes no crescimento e amadurecimento desse campo de investigação específico, de forma a que possa granjear reconhecimento quer nas ciências da educação, quer nas engenharias, no contexto português.

Palavras-chave: investigação em ensino de engenharia, constituição e identidade de campo de pesquisa

 

Abstract: In an increasingly globalized world, in which the fast scientific and technological developments have a central role in society, it becomes more and more relevant to discuss the professional profile of engineers that are able to respond to these challenges and, consequently, discuss the education of these future engineers. In an international context, this led to the emergence of Research in Engineering Education (EER) as an autonomous field of research. Oriented by Fensham’s (2004) identity criteria for a research field, also used by Lamb (2007), as the guiding principles of analysis, this article intends to discuss the identity of the IEE field, characterize its current state in the international and in the Portuguese contexts, and position this field in relation to the educational sciences. The research also aims to identify emerging challenges in the development and maturation of this specific research field, in order to promote recognition, both in Educational Research and in Engineering, within the Portuguese context.

Key words: engineering education research, definition of a research field, identity of a research field

 

1 Professora. Doutorada em Ciências de Educação. Saxion Universidade de Ciências Aplicadas, Enschede, Holanda; n.vanhattum@saxion.nl
2 Professor. Escola Superior de Tecnologia e Gestão de Águeda, Universidade de Aveiro, Águeda, Portugal; jmo@ua.pt
3 Professor. ESTBarreiro, Instituto Politécnico de Setúbal e CEG-IST/Universidade de Lisboa, Campus do IPS, Setúbal, Portugal; bill.williams@estbarreiro.ips.pt

 

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