O PERFIL E O ACOMPANHAMENTO DE EGRESSOS NOS CURSOS DE ENGENHARIA DA UFAM À LUZ DAS DIRETRIZES CURRICULARES NACIONAIS

Abstract

This study analyzes how the Engineering Program Pedagogical Projects (PPCs) at the Faculty of Technology of the Federal University of Amazonas (FT/UFAM) define the professional profile and structure the tracking of their graduates. Grounded in Resolution CNE/CES No. 02/2019—which mandates the monitoring of graduates for the purpose of curricular feedback—the research involved a qualitative document analysis of all active undergraduate engineering programs at the unit. The results reveal a marked institutional disparity: while the Electrical Engineering (Electrical Power Systems) program (2021) outlines an active system for registration and the distribution of periodic questionnaires, the other engineering programs show only indirect pedagogical concern or lack any post-graduation monitoring mechanism. This methodological fragmentation creates a data bottleneck that prevents the systematic mapping of regional professional integration and hinders a realistic assessment of the programs' impact. The study concludes that establishing a unified policy for graduates at the FT, combined with the strategic role of the program coordinator as a pedagogical mediator, is essential to ensuring the continuous improvement of curricula and the sustainable development of Amazonian society.