Cursos superiores de graduação tecnológica em design: expansão e contexto atual da oferta no Brasil

Abstract

This research presents data and facts about the configuration of the top design technology courses in Brazil, focusing on the state of Rio de Janeiro. The data collection was done through a bibliographical research based on references published in articles, books, dissertations and theses related to the subject. The quantitative analyzes of the documentary research were represented through figures and graphs generated through information provided by the portals responsible for the regulation of higher education in the country, as well as a timeline on the history of the higher technology courses in Design in Brazil. In order to verify the hypothesis, we interviewed the current Rio coordinators of the technological superior courses in Design with questions of opinion focused on the Quality Indicators of Higher Education ─ Preliminary Concept of Course (CPC), Concept of Course (CC) and National Examination of Students' Performance (ENADE) ─ to know whether or not they express the quality of the current Institution of Higher Education (IES). For the analysis of the Semistructured Interview technique, data and opinions were analyzed in order to identify common and divergent points that were classified according to the following criteria: profile of the student technologist, insertion in the labor market, quality indicators, qualifications in Design and research in Design. The results indicate that the technological courses in Graphic Design are of short duration and with the profile of the professional of conclusion focused on the professional practice, but they are being evaluated by the Ministry of Education (MEC) practically in the same format as the baccalaureate courses duration and theoretical profile) through ENADE, which does not correctly evaluate the knowledge of its student technologists. More specifically, National Institute of Studies and Educational Research Anísio Teixeira (INEP) offers different types of tests for technologists and bachelors in Design, but requires in its contents very similar skills. It seems likely that technology courses should re-evaluate their curricula and insert more theoretical subjects, but student technologists are more likely to become "employable" if they are up-to-date with the practical knowledge that is constantly required in their curriculum by the job market. Finally, the importance of a balance between theory and practice is verified through the implementation of professional support units (incubators, model design offices, etc.).