Teaching New Demands February 16, 2015 at 4:06 pm

Introduction the changes that assists in the way society avasaladora irreversible in the field of social and economic relations featuring technology, placed in permanent challenge educational institutions in this moment in Brazilian history. Increasingly more society, and more particularly organizations, require expenditures new knowledge always in State of the art professional diversified for the attention of the production objectives, by the growing demand of an avid consumer society by new products and services. This challenge, which is descortinando by a multi-facetada society, leads companies to increasingly demanding behaviors outside the professional technical area, to exercise and live a more humanistic view of the world in which we live. Recent monographs and research have demonstrated that the balance of personal behavior in their social and family relationships has revealed a better professional income within companies. In front of this scenario, see the school on the contingency of not train more professionals of high technical knowledge, but also of citizens with human characteristics in its comprehensive and integral form. Through this perspective, the need for a radical review of the posture of our institutions of higher learning (IHLs) both public and private, feels to face new horizons who wish to stay within the education market. An initial prospective study was developed with attention focada on this premise (10/2010), with the intention of a broader discussion on the profile of the integral citizen, through vocational training and of the transversality of the current issues.

For better understanding of the proposal were developed models through figures that enlighten more didactic manner the concepts of transversality. Progress was made on the subject by the identifier range of human dimensions in the formation of the educating future, in search of the integral citizen. For its part, also proposes an outline on a curricular structure pattern which identifies the basic disciplines, technical disciplines and the complementary, in some cases different from those proposed by the higher bodies of the education.

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