Análise das matrizes curriculares brasileiras e a percepção de discentes de engenharia civil sobre sustentabilidade ambiental

Abstract

Introduction: Civil construction uses a significant quantity of materials and consequently, if poorly managed, can culminate in tons of undue disposal. In this way, engineers become (co) responsible for bringing environmental sustainability into the daily life of their works, with optimization of materials, waste reduction and efficient and humanized manpower management. In order to do so, Higher Education Institutions (HEIs) can exert influence in the training of these professionals, being an agent that contributes to the transformation of the posture of the future engineer, and may arouse students' interest in sustainability related topics. Objectives: To evaluate the perception and commitment of Civil Engineering students from the Pontifical Catholic University of Goiás (PUC / GO) based on the principles that guide sustainability, and to identify in the Curricular Matrices of Brazilian HEIs the quantitative of disciplines involving sustainability education and propose a possible change in the Curricular Matrix of PUC/GO. Methods: Descriptive, exploratory study of a quantitative-qualitative nature, whose research source was the application of the Survey questionnaire, using the Multiple Correspondence Analysis technique for analysis and statistical inferences. Results: Civil Engineering students from PUC/GO are mostly males (54%), aged 22 to 25 (57%) and have income between one and two minimum wages (37%). The research demonstrated that the students have knowledge by the subject "sustainability" and had access in the IES to contents that approach the sustainable development. However, not all future professionals are interested in developing skills based on sustainable guidelines. From the analysis of the curricular matrices of 163 Civil Engineering courses, it was verified that only (5.9%) of the subjects deal with sustainability, thus presenting the need for changes in the curricular matrix and in the syllabuses in the subjects, the which were suggested in this work. Conclusions: This research comprised that the student of Civil Engineering is said to possess little knowledge to act in accordance with the Sustainable Development (SD), and most appropriated the theme during the course of all their training as an individual and not necessarily during the course of graduation. The information obtained in this dissertation, associated with other research already done on the subject, proposes to the HEIs a review of their curricular matrices and contents, providing more suitable conditions for the learning of these future professionals, in relation to the issues of Sustainable Development.