MARINHA DO BRASIL
DIRETORIA DE ENSINO DA MARINHATEXTO EM INGLES PARA TRADUCAO
Leia e traduza para o portugués o seguinte texto:
“This paper presents a theoretical basis for cultivating
engineering education as a complex system that will prepare
students to think critically and make decisions with regard to
poorly understood, ill-structured issues. It is proposed that
the traditional engineering education model, while analytically
rigorous, is characterised by properties that, although necessary,
are insufficient for preparing students to address complex issues
of the twenty-first century. [1
Through a narrow window, the current engineering education
issue can be viewed pessimistically with regard to deficient
numbers of students pursuing engineering as a career. However, a
more grave view should be taken with regard to long-term
sustainability of society. Tainter (1995) contends that science,
as a societal institution, is becoming less productive overall
because most of the simple questions have been addressed.
Consequently, the resulting complex issues, recognized by current
engineering educators, are not submissive to the same reductive
science that contributed to their emergence. As such, the paradigm
of problem-solving within engineering must change as engineers are
no longer the stereotypical problem-solvers. In essence,
engineering education, as a collective series of individual
courses focused primarily on analytical excellence, has peaked in
its potential to contribute to the human condition. Thus, a
collection of individually rigorous analytical courses in
engineering does not necessarily sum to an integrated engineering
education with emergent characteristics that prepare students for
a complex world. To transcend this traditional approach, this
paper [proposes] a [Synthesis and Design Studio] model for
engineering oducation that opens the learning environment to the
human condition, cultivates a holistic worldview of problems and
problem-solving, accommodates learning through failure and
provides formal mechanisms for synthesis and integration of
technical and non-technical knowledge domains within engineering
design.”
[281 palavras}
Fonte: Adaptado de: David K. Gattie, Nadia N. Kellam, John R. Schramski &
Joachim Walther (2011): Engineering education as a complex system,
European Journal of Engineering Education, 36:6, 521-535.
Prova: TRADUCAO DE TEXYO EM INGLES Concurso: CP-CRM/2013
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