Panorama das atividades de extensão do departamento de engenharia de materiais da UFSCar e oportunidades para sua curricularização na graduação
Abstract
Guidelines for service-learning’s curricular use in graduation ensures 10% of the
total student workload of undergraduate courses to service-learning activity. This
policy has potential to offer benefits in mutual experience, through curriculum
connected to reality, which is featured in the new national curriculum guideline.
This study analyzed service learning’s activities from the department of materials
engineering (DEMa) at UFSCar and opportunities for its curricular use in
graduation. Both quantitatively, regarding the existing projects and activities, and
qualitatively, debating conditions to service-learning’s curricular use. The
methodology used was document and literature’s review to, as result of the first,
verify service-learning’s documents, while the second was used to substantiate
the debate. 9 programs associated to DEMa and 25 activities, carried out
simultaneously with this study, were evaluated. A flowchart was created to
demonstrate the feedback relationship between DEMa, materials engineering
course and service-learning, reasoned by the principle of inseparability between
teaching, researching and service-learning. In addition, other programs that are
not directly associated with DEMa, such as junior enterprise and baja team, were
evidenced. Thereby, knowing the whole service-learning’s panorama, their
relationship with the course pedagogical project (PPC) was understood. Servicelearning’s curricular use is idealized in existing structure’s comprehension,
evaluation of different contacts available to the student and institutionalist
organization of PPS’s relations. DEMa has a vast and already established
service-learning’s structure. Direct participation in this ecosystem is already
planned and counted as complementary hours. Indirect ones, mainly real
examples in teaching, are likely to institutional organization. Curricular use at
DEMa, therefore, is a matter of formalizing the already existing service-learning’s
structure.
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