<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000200940</article-id>
<article-id pub-id-type="doi">10.23913/ride.v16i31.2548</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis curricular: bases conceptuales atemporales en la enseñanza de la ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[Timeless Conceptual Foundations in Engineering Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise curricular: fundamentos conceituais atemporais no ensino de engenharia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortega-Laurel]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Metropolitana Unidad Lerma ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>31</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000200940&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000200940&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000200940&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación en ingeniería enfrenta el desafío de equilibrar la enseñanza de conceptos científicos fundamentales con las necesidades prácticas del diseño ingenieril. A menudo, los programas educativos priorizan tendencias tecnológicas efímeras o adoptan enfoques científicos no adaptados al contexto ingenieril, comprometiendo la solidez conceptual y la aplicabilidad práctica del conocimiento. Este estudio se propuso analizar cómo debe estructurarse la enseñanza de la ingeniería para proporcionar bases sólidas y atemporales, y con ello fomentar la capacidad de los estudiantes para abordar desafíos complejos. Así busca responder a preguntas como: ¿cuál es el rol de las ciencias básicas en la educación de la ingeniería? ¿cómo deben diferenciarse los enfoques instrumentales y conceptuales en la enseñanza de la ingeniería?. Se realizó un análisis teórico-crítico del enfoque clásico educativo en ingeniería, sustentado en ciencia básica pura, comparando el método con principios fundamentales de pedagogía, así como revisando ejemplos prácticos y desafíos emergentes en el ámbito profesional. Se identificó que la enseñanza de las ciencias básicas debe enfocarse en su aplicación instrumental en ingeniería, diferenciándola del estudio de las ciencias puras. Este enfoque asegura la aplicabilidad práctica y respeta la naturaleza autónoma de las disciplinas científicas. Además, a través de fomentar la autonomía en el aprendizaje, esto permite preparar a los ingenieros para adaptarse a tecnologías emergentes sin reestructurar constantemente los programas educativos. Una educación en ingeniería centrada en conceptos atemporales y aplicaciones prácticas mejora la capacidad ingenieril e inventiva, esencial para enfrentar desafíos globales actuales como la cuarta revolución industrial, la sostenibilidad y el cambio climático. El enfoque propuesto asegura estabilidad conceptual, adaptabilidad tecnológica y una contribución significativa al desarrollo social y tecnológico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Engineering training faces the challenge of balancing the teaching of fundamental scientific concepts with the practical needs of engineering design. Often, educational programs prioritize ephemeral technological trends or adopt scientific approaches not adapted to the engineering context, compromising the conceptual soundness and practical applicability of knowledge. This study set out to analyze how engineering education should be structured to provide timeless solid foundations and foster students' ability to address complex challenges. Thus, he sought to answer questions such as: what is the role of basic sciences in engineering education? How should their instrumental and conceptual approaches be differentiated? A theoretical-critical analysis of the classic educational approach in engineering was carried out, based on pure basic science, comparing the method with fundamental principles of pedagogy, as well as reviewing practical examples and emerging challenges in the professional field. It was identified that the teaching of basic sciences should be oriented towards their instrumental application in engineering, clearly differentiating them from their study as pure sciences. This approach ensures practical relevance and respects the autonomous nature of scientific disciplines. In addition, by encouraging autonomy in learning, this makes it possible to prepare engineers to adapt to emerging technologies without constantly restructuring educational programs. An engineering education focused on timeless concepts and practical applications enhances engineering and inventive capacity, essential for meeting current global challenges such as the fourth industrial revolution, sustainability, and climate change. The proposed approach ensures conceptual stability, technological adaptability and a significant contribution to social and technological development.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ensino de engenharia enfrenta o desafio de equilibrar o ensino de conceitos científicos fundamentais com as necessidades práticas do projeto de engenharia. Programas educacionais frequentemente priorizam tendências tecnológicas efêmeras ou adotam abordagens científicas mal adaptadas ao contexto da engenharia, comprometendo a solidez conceitual e a aplicabilidade prática do conhecimento. Este estudo teve como objetivo analisar como o ensino de engenharia deve ser estruturado para fornecer bases sólidas e atemporais, fomentando assim a capacidade dos alunos de enfrentar desafios complexos. Busca responder a perguntas como: Qual é o papel das ciências básicas no ensino de engenharia? Como as abordagens instrumental e conceitual devem ser diferenciadas no ensino de engenharia? Foi realizada uma análise teórico-crítica da abordagem clássica do ensino de engenharia, baseadea na ciência básica pura, comparando o método com princípios fundamentais da pedagogia, bem como revisando exemplos práticos e desafios emergentes no campo profissional. Identificou-se que o ensino de ciências básicas deve se concentrar em sua aplicação instrumental na engenharia, diferenciando-o do estudo das ciências puras. Essa abordagem garante a aplicabilidade prática e respeita a natureza autônoma das disciplinas científicas. Além disso, ao promover a autonomia de aprendizagem, prepara engenheiros para se adaptarem a tecnologias emergentes sem a necessidade de reestruturar constantemente os programas educacionais. Uma educação em engenharia focada em conceitos atemporais e aplicações práticas aprimora a capacidade de engenharia e inventividade, essenciais para enfrentar os desafios globais atuais, como a Quarta Revolução Industrial, a sustentabilidade e as mudanças climáticas. A abordagem proposta garante estabilidade conceitual, adaptabilidade tecnológica e uma contribuição significativa para o desenvolvimento social e tecnológico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ingeniería]]></kwd>
<kwd lng="es"><![CDATA[ciencias]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[conceptos]]></kwd>
<kwd lng="es"><![CDATA[aplicación]]></kwd>
<kwd lng="en"><![CDATA[engineering]]></kwd>
<kwd lng="en"><![CDATA[science]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[concepts]]></kwd>
<kwd lng="en"><![CDATA[application]]></kwd>
<kwd lng="pt"><![CDATA[engenharia]]></kwd>
<kwd lng="pt"><![CDATA[ciência]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[conceitos]]></kwd>
<kwd lng="pt"><![CDATA[aplicação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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