INTERDISCIPLINARITY IN ARTICULATION WITH CURRICULAR ENVIRONMENTALIZATION IN UFSC ENGINEERING COURSES
Keywords:
Curricular Ambientalization ; 2030 Agenda ; Interdisciplinarity ; Sustainable development ; Knowledge ModelingAbstract
This article aims to elaborate a diagnosis about the Curricular Environmentalization (AC) concepts nourished by the coordinators of engineering courses at UFSC and possible relations with Knowledge Management (GC/KM). The research is characterized as qualitative, using a semi-structured interview with eight coordinators of engineering courses (CTC/UFSC). The thematic analysis of Braun and Clarke (2006) was applied, generating 3 categories. It was possible to detect that the concept is little known and discussed, generating a fragmented view of this approach, limiting the perspectives of change to interdisciplinary and transversal practices. A real possibility of KM's contribution is knowledge modeling that takes into account the demands of society and industry, aiming at the development of competences and directly influencing the entire process of engineers formation regarding sustainable development.
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