Paradigms course, new technologies and engineering

Abstract

This work is the result of studies conducted by the researcher about the updates of the curriculum in engineering courses, since, as the teacher of the area, realized long ago how to work curricula remains unchanged despite technological advances, cultural and scientific. Therefore, we prepared a detailed study of all the relevant curriculum cornfields, step by step. But before we prepared a field survey to get a better organization and truthfulness of academic reality. From this initiative, the study was taking shape and elaborate issues formed the theoretical foundation. At first, it argued coordinators / teachers of course, compiled the data and realized the need to invoke the students too, which contributed heavily to exchange information with the bibliographic foundation and completion. What once pervaded the imagination of the researcher came to factual reality. In conclusion, it was proved that the teaching-learning process will never be finished, it will always be in the update process. Therefore, it is considered that the question pertains not to the university to update the latest generation equipment in their laboratories, and neither the traditional curriculum while its horizontal and vertical organization, making it impossible to interdisciplinarity. What tends to make a difference is how this curriculum is administered by the teacher. The teacher should administer the new technologies in relation to the inherent professional training contents which nurture the application of theoretical knowledge of undergraduate engineering student in practice that effectively develop necessary skills for their training.