Revedutec
COMPETÊNCIAS SOCIOEMOCIONAIS PARA O ENGENHEIRO E O IMPACTO NA EMPREGABILIDADE
Resumo
Os objetivos desse trabalho foram descrever, discutir e sistematizar as principais competências socioemocionais que corroboram para a construção da empregabilidade do engenheiro. Para tanto, foi desenvolvida uma revisão bibliográfica sistemática (RBS) sobre Humanidades e Ensino de Engenharia, assim como realizada uma análise detalhada de relatórios da OCDE e do documento para empregabilidade do século XXI, o P21. De acordo com a análise de 2638 artigos, as competências socioemocionais definidas na literatura como as de maior importância para a empregabilidade dos engenheiros foram: Resolução de Problema, Mente Aberta, Comunicação Oral, Comunicação Escrita, Escuta Ativa, Leitura, Linguagem Estrangeira, Multiculturalidade, Rede de Contato, Liderança, Ética, Profissionalismo, Responsabilidade Social, Controle das Emoções, Motivação, Aprendizado ao Longo da Vida, Auto direção, Criatividade e Inovação. A definição e a aplicabilidade dessas competências também foram exploradas no presente trabalho. Conclui-se com uma reflexão para a comunidade científica interessada, sobre o tipo de profissional de Engenharia que se forma hoje para o mercado de trabalho.
Referências
AJIT, Varwandkar; DESHMUKH, P. B. Factors Impacting Employability Skills of Engineers. International Journal of Science and Research (IJSR), India Online ISSN, p. 2319-7064, 2013.
ANDERSEN, Arvid; HANSEN, Jørgen. Engineers of tomorrow and beyond Knowledge, insight and skills needed to work across borders. Age, v. 7, p. 1, 2002.
BARRERA, Analé. Economía social y pensamiento crítico. Apuntes para el análisis del escenario actual. Trabajo y Sociedad, n. 29, p. 517-535, 2017.
BATES, Glen et al. Beyond employability skills: Developing professional purpose. Journal of Teaching and Learning for Graduate Employability, v. 10, n. 1, p. 7-26, 2019.
BECKER, Frank. Stefan. Globalization, curricula reform and the consequences for engineers working in an international company. European Journal of Engineering Education, v. 31, n. 3, p. 261-272, 2006.
BEEVER, Jonathan; BRIGHTMAN, Andrew O. Reflexive principlism as an effective approach for developing ethical reasoning in engineering. Science and engineering ethics, v. 22, n. 1, p. 275-291, 2016.
CABRAL-CARDOSO, C.; ESTÉVÃO, C. V.; SILVA, P. Competências transversais dos diplomados do Ensino Superior: perspectiva dos empregadores e diplomados. Guimarães: TecMinho, 2006.
CASNER-LOTTO, Jill; BARRINGTON, Linda. Are They Really Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century US Workforce. Partnership for 21st Century Skills. Massachusetts Avenue NW Suite 700, Washington, DC 20001, 2006.
CATEN, C. S. et al. Reshaping engineering learning to promote innovative entrepreneurial behavior. Brazilian Journal of Operations & Production Management, v. 16, n. 1, p. 141 148, 2019.
CHAUÍ, Marilena. Convite à Filosofia. 14 ed. São Paulo: Ática, 2011.
COLBY, Anne; SULLIVAN, William M. Ethics teaching in undergraduate engineering education. Journal of Engineering Education, v. 97, n. 3, p. 327, 2008.
COMPTON, David S. High Reliability Leadership: developing executive leaders for high reliability organizations. 2008. 376f. Thesis (Doctorate). submitted to The Faculty of the School of Business of The George Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Ann Arbor, 2008.
CONFORTO, Edivandro Carlos; AMARAL, Daniel Capaldo; SILVA, SL da. Roteiro para revisão bibliográfica sistemática: aplicação no desenvolvimento de produtos e gerenciamento de projetos. In: 8º CONGRESSO BRASILEIRO DE GESTÃO DE DESENVOLVIMENTO DE PRODUTO (CBGDP); Porto Alegre, RS. Porto Alegre: FAPESP, 2011. p. 1-12
COTRIM, Gilberto. Fundamentos da filosofia: história e grandes temas. 15 ed. São Paulo: Saraiva, 2002.
CROPLEY, David H. Creativity in engineering. In: Multidisciplinary Contributions to the Science of Creative Thinking. Springer: Singapore, 2016.
DIMIROVSKI, Georgi M. et al. Control system approaches for sustainable development and instability management in the globalization age. Annual Reviews in Control, v. 30, n. 1, p. 103-115, 2006.
DOWNEY, Gary Lee et al. The globally competent engineer: Working effectively with people who define problems differently. Journal of Engineering Education, v. 95, n. 2, p. 107-122, 2006.
EL-ZEIN, Abbas H.; HEDEMANN, Chris. Beyond problem solving: Engineering and the public good in the 21st century. Journal of cleaner production, v. 137, p. 692-700, 2016.
FLETCHER, Ashleigh J.; SHARIF, Abdul Wadood A.; HAW, Mark D. Using the perceptions of chemical engineering students and graduates to develop employability skills. Education for Chemical Engineers, p. 1-14, 2016.
HANSEN, Søren. The supervisor in the project-organized group work should participate in developing the students' project competencies. European Journal of Engineering Education, v. 29, n. 3, p. 451-459, 2004.
HASANAH, Mar'atun; SURYA, Edy. Differences in the Abilities of Creative Thinking and Problem Solving of Students in Mathematics by Using Cooperative Learning and Learning of Problem Solving. International Journal of Sciences: Basic and Applied Research (IJSBAR), v. 34, n. 01, p. 286-299, 2017.
HIRSCH, B. E.; THOBEN, K.-D.; HOHEISEL, J. Requirements upon human competencies in globally distributed manufacturing. Computers in Industry, v.
, n. 1, p. 49-54, 1998.
ITANI, Mona; SROUR, Issam. Engineering students perceptions of soft skills, industry expectations, and career aspirations. Journal of Professional Issues in Engineering Education and Practice, v. 142, n. 1, p. 04015005-1 a 04015005-12, 2015.
JAMISON, D. Leadership and professional development: an integral part of the business curriculum. Business Education Innovation Journal, v. 2, n. 2, p. 102-111, 2010.
JESIEK, Brent K.; BORREGO, Maura; BEDDOES, Kacey. Advancing global capacity for engineering education research (AGCEER): Relating research to practice, policy, and industry. Journal of Engineering Education, v. 99, n. 2, p. 107-119, 2010.
JIUSTO, Scott; DIBIASIO, David. Experiential Learning Environments: Do They Prepare Our Students to be SelfDirected, LifeLong Learners? Journal of Engineering Education, v. 95, n. 3, p. 195-204, 2006.
JONES, Sharon A.; MICHELFELDER, Diane; NAIR, Indira. Engineering managers and sustainable systems: the need for and challenges of using an ethical framework for transformative leadership. Journal of Cleaner Production, v. 140, p. 205-212, 2017.
KLAFKE, Paulo Alberto. Bases para a Formação Continuada do Engenheiro de Desenvolvimento de Produto Visando a Inovação Tecnológica. 2005. 175 f. Dissertação (Mestrado) Programa de Pós-Graduação em Engenharia de Produção, Universidade Federal de Santa Maria. Santa Maria, 2005.
KAMIN, Maxine. Soft Skills Revolution: A Guide for Connecting with Compassion for Trainers, Teams, and Leaders. New Jersey: John Wiley & Sons, 2013.
KASAMOTO, Neal H. A Course on Engineering Leadership. Journal of Professional Issues in Engineering Education and Practice, v. 126, n. 3, p. 134-135, 2000.
KOEN, Peter A.; KOHLI, Pankaj. ABET 2000: What are the most important criteria to the supervisors of new engineering undergraduates. Age, v. 3, p. 2, 1998.
KULKARNI, V. A. et al. Employability skill matrix for engineering graduates of tier-II institutes. Journal of Engineering Education Transformations, v. 30, n. 3, p. 71-76, 2017.
LLAMAS, Bernardo et al. Assessing transversal competences as decisive for project management. Thinking Skills and Creativity, v. 31, p. 125-137, 2019.
LATHEM, Sandra A.; NEUMANN, Maureen D.; HAYDEN, Nancy. The socially responsible engineer: Assessing student attitudes of roles and responsibilities. Journal of Engineering Education, v. 100, n. 3, p. 444-474, 2011.
LEROUX, J. A.; LAFLEUR, S. Employability skills: the demands of the workplace. The Vocational Aspect of Education, v. 47, n. 2, p. 189-196, 1995.
LI, Jessica; FU, Shengli. A systematic approach to engineering ethics education. Science and engineering ethics, v. 18, n. 2, p. 339-349, 2012.
LOPES, H. et al. Estratégias empresariais e competências-chave. Lisboa: Observatório do Emprego e Formação Profissional, 2000.
LYMAN, Frederic A. Humanities and social sciences in engineering education-postwar to postmodern and beyond. In: Technology and Society, Proceedings. International Symposium on IEEE, 2001. p. 73-81, 2002.
MARROCU, Emanuela; PACI, Raffaele. Education or creativity: what matters most for economic performance? Economic Geography, v. 88, n. 4, p. 369-401, 2012.
MAY, I Le.; DECKKER, E. Reducing the risk of failure by better training and education. Engineering Failure Analysis, v. 16, n. 4, p. 1153-1162, 2009.
McALOONE, Timothy Charles. A competence-based approach to sustainable innovation teaching: Experiences within a new engineering program. Journal of Mechanical Design, v. 129, n. 7, p. 769-778, 2007.
MEIRELES, Maria Costa; BONIFÁCIO, Bruno. Uso de métodos ágeis e aprendizagem baseada em problema no ensino de engenharia de software: Um relato de experiência. In: Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação (SBIE). In: 8º CONGRESSO BRASILEIRO DE GESTÃO DE DESENVOLVIMENTO DE PRODUTO (CBGDP); Cairó, RN. Cairó: IFRN, 2015. p. 180-189.
MITCHELL, G. W.; SKINNER, L. B.; WHITE, B. J. Essentials soft skills for success in the twenty-first century workforce as perceived by business educators. The Delta Pi Epsilon Journal, v. 52, n. 1, p. 43-53, 2010.
MONARCH INSTITUTE. Disponível em , acesso em 16.10.19 as 09:08h
MUIR, C. Learning soft skills at work. An interview with Annalee Luhman. Business Communication Quarterly, v. 67, n. 1, p. 95-101, 2004.
OECD. Skills for Social Progress: The Power of Social and Emotional Skills, OECD Skills Studies: OECD Publishing, Paris, 2015.
OECD. Skills Matter: Further Results from the Survey of Adult Skills, OECD Skills Studies: OECD Publishing, Paris, 2016.
OECD. The Survey of Adult Skills: Readers Companion, 2nd ed, OECD Skills Studies: OECD Publishing, Paris, 2016.
O'NEAL, J. B. The humanities and their effect on engineering education. IEEE Communications Magazine, v. 28, n. 12, p. 30-35, 1990.
PAGANI, Regina Negri; KOVALESKI, João Luiz; RESENDE, Luis Mauricio. Methodi Ordinatio: a proposed methodology to select and rank relevant scientific papers encompassing the impact factor, number of citation, and year of publication. Scientometrics, v. 105, n. 3, p. 2109-2135, 2015.
PASSINO, Kevin M. Educating the humanitarian engineer. Science and Engineering Ethics, v. 15, n. 4, p. 577, 2009.
PEREIRA, Orlando P.; COSTA, Carlos Alberto Arriaga Taboleiros. The importance of soft skills in the university academic curriculum: The perceptions of the students in the new society of knowledge. International Journal of Business and Social Research, v. 7, n. 3, p. 25-34, 2017.
PERKINS, Charles E. et al. Ad hoc networking. Reading: Addison-wesley, 2001.
PETRIDES, K. V. et al. Developments in trait emotional intelligence research. Emotion Review, v. 8, n. 4, p. 335-341, 2016.
RAJAN, Shanthi; PANDITA, Archana. Employability and Hiring Trends of Engineering Job Aspirants. In: Advances in Science and Engineering Technology International Conferences (ASET). UAE: IEEE, 2019, p. 1-6.
REDISH, Edward F.; SMITH, Karl A. Looking beyond content: Skill development for engineers. Journal of Engineering Education, v. 97, n. 3, p. 295-307, 2008.
REVELLE, William; SCHERER, Klaus R. Personality and emotion. Oxford companion to emotion and the affective sciences, p. 304-306, 2009.
RÍOS-CARMENADO, Ignacio de Los; RODRÍGUEZ, F.; GARCÍA, C. Promoting professional project management skills in engineering higher education: Project-based learning (PBL) strategy. International Journal of Engineering Education, v. 31, n. 1-B, p. 1-15, 2015.
RONDON, Roberto. ENSINO SUPERIOR E TRABALHO: A" UNIDIMENSIONALIDADE" DO DISCURSO. Boletim do Tempo Presente, n. 11, 2016.
RUGARCIA, Armando et al. The future of engineering education I. A vision for a new century. Chemical Engineering Education, v. 34, n. 1, p. 16-25, 2005.
SCHNEIDER, Lutz; GÜNTHER, Jutta; BRANDENBURG, Bianca. Innovation and skills from a sectoral perspective: a linked employeremployee analysis. Economics of Innovation and New Technology, v. 19, n. 2, p. 185-202, 2010.
SILVA, Daniel Alves da et al. Produção de indicadores de empregabilidade com base em técnicas de mineração de Big Data e Business Intelligence. Inclusão Social, v. 12, n. 2, 2019.
SWIATKIEWICZ, Olgierd. Soft, hard, or moral skills: an exploratory study on the workers' skills that organizations in Portugal appreciate most. Cadernos EBAPE. BR, v. 12, n. 3, p. 633-687, 2014.
THIBAULT, Richard et al. The Development of the Competencies Linked to the Human Dimension of Engineering. Age, v. 7, p. 1, 2002.
TREVELYAN, James. Reconstructing engineering from practice. Engineering Studies, v. 2, n. 3, p. 175-195, 2010.
VASKO, Thomas J.; AL-MASOUD, Nidal; BAUMANN, Peter F. Assessment of Soft-Skills Program Learning Outcomes using Engineering Courses. In: Proceedings of the American Society for Engineering Education Annual Conference, Vancouver, BC, Canada. 2011.
VASCONCELOS, José Antônio. Reflexões. Filosofia e Cotidiano. São Paulo: Editora SM, 2018.
VEIGA, Sara Lia Salgado Graça Esteves. As Soft Skills de finalistas universitários: Alinhamento ou Gap com o mercado de trabalho?. 2017. 148f. Tese de Doutorado. Lisboa, Portugal, 2017.
WARNICK, G. M. Global Competence: its importance for engineers working in a global environment. In: Amercian Society for Engeineering Education, United States of America: Nebraska. USA: University of Nebraska, 2011. p. 1-29.
ZAHARIM, Azami et al. Engineering employability skills required by employers in Asia. In: Proceedings of the 6th WSEAS international conference on Engineering education. Greece: Rodos Island, Greece. Greece: WSEAS, 2009. p. 195-201.
Apontamentos
- Não há apontamentos.
Direitos autorais 2020 Revista Educação & Tecnologia
ISSN IMPRESSO 1516-280X
ISSN ELETRÔNICO 2179-6122