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MARINHA DO BRASIL DIRETORIA DE ENSINO DA MARINHA TEXTO EM INGLES PARA TRADUCAO Leia e traduza para o portugués o seguinte texto: “This paper presents a theoretical basis for cultivating engineering education as a complex system that will prepare students to think critically and make decisions with regard to poorly understood, ill-structured issues. It is proposed that the traditional engineering education model, while analytically rigorous, is characterised by properties that, although necessary, are insufficient for preparing students to address complex issues of the twenty-first century. [1 Through a narrow window, the current engineering education issue can be viewed pessimistically with regard to deficient numbers of students pursuing engineering as a career. However, a more grave view should be taken with regard to long-term sustainability of society. Tainter (1995) contends that science, as a societal institution, is becoming less productive overall because most of the simple questions have been addressed. Consequently, the resulting complex issues, recognized by current engineering educators, are not submissive to the same reductive science that contributed to their emergence. As such, the paradigm of problem-solving within engineering must change as engineers are no longer the stereotypical problem-solvers. In essence, engineering education, as a collective series of individual courses focused primarily on analytical excellence, has peaked in its potential to contribute to the human condition. Thus, a collection of individually rigorous analytical courses in engineering does not necessarily sum to an integrated engineering education with emergent characteristics that prepare students for a complex world. To transcend this traditional approach, this paper [proposes] a [Synthesis and Design Studio] model for engineering oducation that opens the learning environment to the human condition, cultivates a holistic worldview of problems and problem-solving, accommodates learning through failure and provides formal mechanisms for synthesis and integration of technical and non-technical knowledge domains within engineering design.” [281 palavras} Fonte: Adaptado de: David K. Gattie, Nadia N. Kellam, John R. Schramski & Joachim Walther (2011): Engineering education as a complex system, European Journal of Engineering Education, 36:6, 521-535. Prova: TRADUCAO DE TEXYO EM INGLES Concurso: CP-CRM/2013 ldel