Ranking Analysis of Production Engineering Courses Against Industry 4.0 / Análise de Ranking dos Cursos de Engenharia de Produção Frente à Indústria 4.0

José Geraldo Basante; Márcia Terra da Silva; Luis Antonio Mendes de Mesquita Araujo

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<line> Centro Unv*rsitário Santo Agostinho </line>

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<line> www*.fsanet.com.*r/revista </line>

<line> ISSN Impresso: *806-6356 I*SN Ele*rônico: 2317-2983 </line>

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<line> *anking Analysis of Production E*g*neering C*ur*es Aga**st Industry 4.0 </line>

<line> **álise de Ran*ing dos Curs*s de E*g*nharia de *rodução Fren** à Ind*stria 4.0 </line>

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<line> L*ís A*tônio *e*des de M*squita Araújo </line>

<line> Douto*ad* em Engenharia d* **odução pe*a Universidade *aulista </line>

<line> M*stre em Enge*haria de Produçã* pe*a Universidade *aulista </line>

<line> P*of*ssor Ass**tente I *a U*iversidade *s**dual do M*ranhão </line>

<line> lamma82@g*a*l.com </line>

<line> José *eraldo Basa*te </line>

<line> Doutorado em Ed*caç*o pela Pontif*cia *ni*ersi*ade Catól*ca *e *ão Paulo </line>

<line> D*cen*e da Universid*de Cruzeiro do Sul </line>

<line> gbasante@gma*l.com </line>

<line> Márcia Ter*a *a *i*va </line>

<line> *outo*a em **genharia de Prod*ç*o pel* Universid*de de São **u*o </line>

<line> Professora Titular da *niver*i*ade Pauli**a </line>

<line> *arc*a.terra@u*l.com.br </line>

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<line> End**eço: Luís *ntônio *endes de M*squi*a Araújo </line>

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<line> U*iversid*de Fed*ral do Pia**, Centro de *iências </line>

<line> Edito*-Che*e: *r. Tonny Kerley de Ale*c*r </line>

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<line> Human*s e Letr**. Campu* Universitário Minis*ro </line>

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<line> Petrônio Portella, B*irro Ini*ga, 64049550 - Teresina, PI </line>

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<line> A*t*go recebi*o em 20/05/2*22. Ú*t*ma </line>

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<line> Endereç*: José Geraldo Basante </line>

<line> *ecebida e* 08/0*/2*22. Apr*vado em 09/06/2022. </line>

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<line> Ins*ituto Fede*al ** São Pau*o. Rua P*dro Vi*e*te, 62* </line>

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<row> Pari, 03166-000 - Sao *aul*, SP - Brasil. </row>

<row> Ender*ço: Márcia Terra d* S**va </row>

<row> *niversid*de Paulista, *amp*s I - Indianóp*lis, Rua </row>

<row> Dou*or Bacelar, 1212 - 4o andar, Vila *le*en*ino, </row>

<row> 04026002 - São Paulo, SP - Bra*il. </row>

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<row> Ava*iad* pelo sistema Triple Revie*: Desk Revie* a) </row>

<row> pe*o Editor-C*efe; e b) Double Blind Review </row>

<row> (ava*iação ceg* *or dois avaliadores da área). </row>

<row> Re*i**o: G*amatica*, *orm*ti*a * *e Formata*ão </row>

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<line> Ran*ing Anal*sis of Produ*t*on Engi*eering Courses Against I*d*s*ry 4.0 </line>

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<line> In the mids* o* *h*n**s related to I*dustry 4.0, the prep*ra*ion o* enginee*s is essen*ial. Thu*, </line>

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<line> this paper aims to point out the effect**eness of evalua*ion instruments </line>

<line> of Brazi*i*n </line>

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<line> univer*ities or c*u*s*s to portray the adequacy of pr*duction *n*ineers' training to t*e needs </line>

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<line> *f *roduction methods for In*ust*y 4.0. This pa*er </line>

<line> *nalyzes tw* systems: th* ENADE, a* </line>

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<line> o*fi**al e*a*u**ion of h*ghe* e**cat*on, a*d *he RU*, a uni*ersity ran*i** applie* by a la*ge </line>

<line> Braz**i*n newspape*. ENADE intends to evaluat* the absorption of specific progra* content </line>

<line> in accordance with *ational guidelines, in addition t* the as*essment of general kn*wledge </line>

<line> re*ate* to con*e*pora*y issues of social and e**nom*c impact; it *s mandatory a*d applied </line>

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<line> throughout the National ter**tory. The RUF is an </line>

<line> a*nual assessment of B*azili*n higher </line>

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<line> educatio* and is subdivided by institut*ons and *our*es. As a result, it was ide*tified *hat the </line>

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<line> joi*t applicat*on of *hese *wo sys*ems promotes a reading *f the adequacy of th* co*rses to </line>

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<line> Keywords: Evalu*tion. Effect*veness. Rankin*. Brazil. </line>

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<line> RESUMO </line>

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<line> *m meio às mudanças r**acionadas à I*dústria 4.0, a p*eparação dos engenhe*r*s é ess*n*ial. </line>

<line> Assim, este trabal*o tem como *bjetivo apontar a *fic*c** dos instrument*s de av*liação da* </line>

<line> univer*idades ou cursos brasi*ei*o* par* retratar * adequação da for*aç*o dos *ngenheiros *e </line>

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<line> nece*si*ades dos método* *e produç** para a Indústr*a *.0. Este arti*o an*li** </line>

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<line> dois sistemas: o E*A*E, avaliação oficial do en*ino superio*, e o RUF, rankin* univers*tário </line>

<line> apli*ad* por *m gran*e jornal bras*leiro. * ENADE pretende ava*iar a *bs*rçã* de conteúdo* </line>

<line> progra*átic*s *specíficos *e *co*d* com a* diretriz*s naciona*s, além d* avaliaçã* de </line>

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<line> conhecimentos gera*s relacion*dos a que*tões contemporâneas d* *mpacto soci*l </line>

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<line> econô*ico; é obrigatório e </line>

<line> aplicado em todo * territóri* nacio**l. O *UF é uma avalia*ão </line>

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<line> anua* ** ensin* superio* brasileiro e é sub*ivid*d* por ins*i*ui*ões * curs*s. *omo resultado, </line>

<line> identificou-se qu* a aplicação co**unta desses dois *istemas pro*ove *ma lei**r* da </line>

<line> adequaç*o dos curs*s à indústria 4.0. </line>

<line> *al*vras-chave: Avaliação. Efic*cia. *lassif*cação. Brasi*. </line>

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<line> www4.fsanet.com.br/rev*sta </line>

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<line> L. A. *. * Araújo, J. G. Ba*ante, M. *. S***a </line>

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<line> I*dustry 4.0 is *ore *ha* *he implant*tion of technology; it is also ab*ut *av*ng </line>

<line> trained personnel, adequa*e culture, an* instruments (human an* t*ch*olo*ical) to abs*rb </line>

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<line> *han*e, **ich is increas*n*ly </line>

<line> present and profo*nd. So, as an essential *oi*t </line>

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<line> pr*duction m**ri*, e*gineers mu*t *aster different a*pec** ** *he oper*tion process design </line>

<line> an* management, both technology and human-**sed. </line>

<line> Prepar**g *ew prof*ssional* fo* the*e **tivit*e* demand* *nowing the *ndustry </line>

<line> transformat*on scenari*. *nd*s*ry 4.*, the predetermine* operatin* envi*onment for f**ure </line>

<line> enginee*s, provides t*e digitiza*ion *nd *g*re*ation of techno**g*cal procedure* t**t cover *he </line>

<line> en*ire *roduct*on ne**o*k, as well as **ter-sa**s services (TURKYILM*Z et al., 2*21). *his </line>

<line> digit*l transformati*n allows ne* productive *y*am*cs, w*th the po*sibi*ity of manufa**u**ng </line>

<line> cust*mized products in * large-*cal* process. </line>

<line> Mo*eover, *o*bi**ng pr*duction machines wit* com*utational tec*n*log*es en**les </line>

<line> the com*lete s**tem, i**luding e*p*oy*e*, to transmit informa*ion efficiently **t*in al* </line>

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<line> su*ply *ha*ns, shrinkin* co*ts (*OROWS*I, 20**). *able 1 co*denses </line>

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<line> selected technologies according to thei* occu*rence in individual key stud*es. These </line>

<line> technologie* are the most critical *nes, iden*ified with a signi*ic**t impac* o* the ec*nomy </line>

<line> T*b*e 1 - Se*ected technolog*es overview </line>

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<line> **alyzin* t*e Indus*ry 4.0 concept, Fra*k e* al. (2*19) *rgan*ze* technologies into </line>

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<line> two layers: on* com**i*es the technolo*i*s related ** </line>

<line> their front-end p*rpose, named *ront- </line>

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<line> w*w4.fsan*t.com.br/revista </line>

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<line> Ra*king An**ysis of **oduc*ion Engine*r*ng Cours*s Against I*dustry 4.0 </line>

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<line> *nd techno*ogies; th* othe* i*c*udes the *ase techno*ogie* that permit the connectivity *nd the </line>

<line> intel*ig*nce *f th* Front-end *echno*ogie*. This organization is helpful to un*e*stand the </line>

<line> app*ication of the te*hnolo**es of *hich engineers *hou*d have * *horough understa*din*. On </line>

<line> the o**er hand, the F*ont-end lay*r comprises fo*r *reas: Smart M*nuf*c**ring, tha* is, the </line>

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<line> operationa* </line>

<line> process tr*nsfo*ma*ion *nd managemen*; Sma** Pro*uct, meaning the *esign o* </line>

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<line> conn*cted p*o**cts; Smart Supply Chain, considering the acq*isition a*d delive*y </line>

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<line> materia*s *nd p*oducts; an* Smart W*rk*ng, co**ern*ng the plann*ng of *he **y the w*r* will </line>

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<line> T* summarize, Industry 4.0 can be understood as th* *s* of </line>

<line> techno*o*ical *evices </line>

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<line> that combin* production </line>

<line> *o*putational tec**ol*gies </line>

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<line> o*g*niz*tion, *iming at *mprov*ng flexibility, custo*ization, and ef*iciency. *he </line>

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<line> industry 4.* organiza*ion dema*ds tech**cal and human co*pet*ncies deve*opment to design, </line>

<line> *mplement, op*rate, a** maintain its complex operating system. It can be seen, th**, that *her* </line>

<line> are * set of modifications that be*ome in*reasingly necessary, changing not o*ly p*od*cti*n </line>

<line> te*hnologi*s but also the way **ople ***k withi* companies. Th**ef*re, the trans*ormation </line>

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<line> to*ards a digitali*ed </line>

<line> production p*ocess depe*ds on </line>

<line> *orkforce qual*fication *nd t*chnical </line>

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<line> per*onnel recr*itment. </line>

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<line> To meet t*e progre*siv* demand for technica* worker*, se**ra* engine*ri*g schools </line>

<line> are *ede*igning their curri**la tailored for Indu*tr* 4.0, increasing trend poi*ts suc* as Cyber </line>

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<line> *hy*ical Systems, v*rt*alization, robotics, and advance* compu*ing *o*ls (Sa**an et </line>

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<line> 2*19). *owever, it is **ill hard to identify t*e c*urse fit to the indust*y *.0 demands. Thus, </line>

<line> this pa**r *n*lyses two **aluat*on systems of B*az*lian uni*ersities o* cour*es to portray the </line>

<line> adequacy of production engineers' tra*ni*g to t*e need* o* the indu*tr* 4.0 context. </line>

<line> The cen*ral ass**ption of this inv*s*igati*n is that engi*eering cou*ses in*luence t*e </line>

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<line> profile of the </line>

<line> gr*dua*e* re*arding tech*i*al knowl*dge, mindset, and world*iew. Thus, </line>

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<line> evaluation *ys*ems *re *nalyzed co*sidering *f the* contemplate the thre* asp*cts. </line>

<line> 2 CONTEXT AND TH*OR*TICAL BAC*GR*UND </line>

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<line> The development and im*lemen*ation </line>

<line> of technologies </line>

<line> t*chnicians and </line>

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<line> *n*in*ers' jobs, who, ther*fo*e, need to m*st*r the technolo*ical **v**onment of Industry 4.0. </line>

<line> The en*ineering schoo*s are supposed to accommodate t*is *nowledg*, and, for a permanent </line>

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<line> and official *hange, i* is n*cessar* *hat *he cours* </line>

<line> e*aluati*n i*str*ments also </line>

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<line> Rev. FSA, Teres*na PI, v. 19, n. 9, art. 1*, p. 272-284, set. 2022 </line>

<line> www4.fsan*t.*om.b*/revist* </line>

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<line> The following subsections pr*se*t *wo e*aluation syste*s - an official *ys*e* </line>

<line> ca*rie* out ** th* Brazilia* Min*stry of Education a*d the University rankin* *pplied by * </line>

<line> Brazilian new*pap**. </line>

<line> *.1 ENADE - S*ud*nts\ Performance Na*ional E*am </line>

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<line> In Brazi*, a pe*iod*c e*aluati*n nam*d ENADE is </line>

<line> carried *ut by the Brazilian </line>

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<line> M*nistry *f Educ*tion to identify whet*er higher education schools *espond to *xisting market </line>

<line> de*ands. ENADE is * lar*e-sc*le a*sessment o* *ndergraduate *ystems, applied every th*ee </line>

<line> years to **l co*rses of s*me areas of *no*ledge (w*th thei* courses/qualificat*ons). The results </line>

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<line> 2**9, f*om t*e Pro**ction Engineeri*g Ar**, </line>

<line> present, in </line>

<line> addition to </line>

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<line> quantitat*ve measurement of </line>

<line> t*e student's p*rformance *n the test, </line>

<line> qua*i*ative ind*cato** of </line>

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<line> the*r *conom*c and social conditions (*N*P, ****). </line>

<line> As fo* the quantitative m*asurem*nt, *he ENADE aims to mea*ure s*u*ents' </line>

<line> performance on the c*nt*nts prov*de* *n th* curriculum guidelines *f the *n*ergraduate areas, </line>

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<line> the *kills *eede* to adapt to t*e *vo**tion *f th* knowledge, and skills </line>

<line> understand </line>

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<line> prof*ssional cros*-cutti*g issues (INEP, 2**0). </line>

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<line> T*e analysis rep*rts </line>

<line> of the produ*tion engineering ENADE / 201* main**ined, in </line>

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<line> principle, the struct*r* ado*ted in *he previous exams. Among *hese, the f*llowing stand out: </line>

<line> (i) * *pecific re*ort on the performance of the differe*t Areas in the General Trai*ing test; (ii) </line>

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<line> an analysis o* the profile </line>

<line> of the cour*e coor*inators; (iii) a* </line>

<line> a*a***is o* the *ercepti*n </line>

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<line> course coordinators and students about the t*ai*ing process during gra*ua*ion; (iv) an analysis </line>

<line> of the ling**stic pe****m*nce of *h* gra*uates, based o* *he discur*ive ans*ers in t*e G*neral </line>

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<line> Formati*n test; and (v) a separate an*lysis *or *ace-to-face and </line>

<line> di*tance co*r*es (whe* </line>

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<line> applicable). In a*dition, the ENADE was applied to stude*ts of *ngin*ering *our*es that were </line>

<line> *xpected *o b* concluded by July 20*0. </line>

<line> More broadly, this type o* eva**ation also s*ppo*ts de*is*o*s *bou* p*blic </line>

<line> investm*nts in Higher **ucati*n, th* *dequacy of n*tional gu*delines, and the *eneral *olici*s </line>

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<line> of the body of directors of *d**ational i*stitu*ions. The*efor*, </line>

<line> d*cision-makers in higher </line>

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<line> educ*ti** *chools tend to use EN*DE's analysis axes to *u*de the st*ategie* </line>

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<line> projec*s and ot*er aspects of </line>

<line> ins*itutions. Moreover, *rom the s*udents' point </line>

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<line> *iew, th*y **e interested </line>

<line> in t*e outs*a*ding performan*e of the *nstituti*n, whose name they </line>

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<line> w*ll carry through their prof*ssional life. </line>

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<line> Rev. FSA, Teresi*a, v. 19, n.9, art. 13, p. 2*2-284, se*. 2022 </line>

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<line> Ra*k*ng Analy*is of Production Engi*e*ring Co*rses *ga*nst Industry 4.0 </line>

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<line> Hence, the ENADE's c*pacit* to evalu*te *he compatibility of th* courses *ith </line>

<line> I*d*stry 4.0 p*incip*es c*n enable a faster trans*o*ma*ion of eng*neer*' cours*s to-wards the </line>

<line> new paradig*. </line>

<line> 2.2 *UF - Universi*y *anki*g of Fol*a d* São *aulo </line>

<line> The major know* international un*versity ranki*gs include Times *igher Educati*n </line>

<line> *orld Universit* Rankings, QS *orl* Universit* Rank**gs and Academic Ranking o* World </line>

<line> Univ*rsiti** (ARWU)(*IECHETEK and P*STUSZAK, 2022). T*e Times Higher Education </line>

<line> lists 1,4*0 universities *n 92 countries and measures the performance o* *nst**utions on criteria </line>

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<line> research, </line>

<line> knowledge </line>

<line> transfer, </line>

<line> international </line>

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<line> (TIMESHIG*ER*D*CAT*ON, 2020). </line>

<line> The Fol*a *e São Paul* new*paper ranks Brazilian schools al*ng the lines of these </line>

<line> global ra*kings *n* p*blishes th* RU*, a university ranki*g that evalu**es schoo*s, *ncluding </line>

<line> t*e one* *hat do not enter the i*t*rnational level. </line>

<line> This ass*ssm*nt is carried out annually, *over*ng 196 B*azilia* universities, public </line>

<line> and private. The RUF takes into account five refe*ences: Education, Ma*ket, Re-s*ar*h, </line>

<line> Inno*a**on *nd I*ternationalization. </line>

<line> The ranking *sses*es market a*equ*cy *h*ough interviews carried out *ith *u*an </line>

<line> *esou**es *rofessional* from **mpanie* of diffe*en* natur*s. Research on the innov*t**n </line>

<line> aspect covers p*ten*s and partn*rships with companies an*, in *er*s of inter-nationaliza*ion, </line>

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<line> evalu*te interna*ional </line>

<line> citations by professors *nd pu*licat*ons *n internatio**l co-auth*rsh*p. </line>

</par>

<par>

<line> Finally, the </line>

<line> r*search framewo*k analyzes pu*lished *rticles **d quotes f*om professors, in </line>

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<par>

<line> add*tion *o t*e*r eva*ua*ion by research fu*ding ag**cies. *n addit**n to Universiti*s, t*e RU* </line>

<line> al*o eva*uat*s 40 *egrees of *niv*rsities, Colle*es a*d University C*nt*rs with the high*st </line>

<line> number *f entrants in *h* country accor*ing to the latest Hi*her Ed*cation Census a*ailable </line>

</par>

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<line> and, therefo**, Produc*ion E**ineering c*urse* </line>

<line> are *valua*ed in this </line>

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<par>

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<line> This pa*e* dis*uss** the t*ai*ing *f producti*n en*ineer* </line>

</par>

<par>

<line> asse*sment *ools *f **e schools that </line>

<line> new ed*cation/training </line>

</par>

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<line> pr*posal*. It *s *ssumed *h** assessme*t instrum*nts, whethe* administered by government </line>

</par>

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<line> *genci*s </line>

<line> or the ra**ings o* in*ependent media, by m*king *ubli* any inadequa*ie* in </line>

</par>

<par>

<line> practices o* training profess**nals with solid ana*yzes, can *hape t*e educati*nal strategies *f </line>

<line> schools. </line>

<line> Rev. FS*, *eresina PI, v. 19, *. 9, art. *3, *. *72-2*4, *e*. *022 *ww4.***net.com.br/revist* </line>

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<par>

<line> L. A. M. M Araújo, J. G. Basante, M. *. *ilva </line>

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<line> 3 METHO*OLOGY </line>

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<par>

<line> About t*e researc* method*logy, this st*dy has a descriptive purp*se, given that **s </line>

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<par>

<line> primary objective is *o describe the character*sti** of a giv*n population </line>

<line> phen*menon or </line>

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<line> establish rela*ionships betwe*n va*iables (*OSAVI et al., 2018). </line>

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<par>

<line> *o** descriptiv* research goes beyond *dentifying relationships between variables, </line>

<line> ai*i*g to determine t*e nature of th** r*la*ions**p, and, in this way, comin* cl*se to an </line>

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<par>

<line> explanatory inves*igat*on. On the oth*r </line>

<line> hand, t*e*e are studies that, although de-*in*d as </line>

</par>

<par>

<line> descript*ve *a*ed on thei* objectives, e** up ser**n* more to provi*e a new view of the </line>

<line> problem, *h*ch b*ings t**m closer to exploratory resear*h. De*cript*ve re*earch **, a*ong with </line>

<line> the exploratory ones, the one t*a* social re*earch*r* usually *a*ry out wit* a view to pra*tical </line>

<line> This re*earch seeks a new view *f th* ***blem, as e*plained abov*, bas*d o* </line>

</par>

<par>

<line> bibliographic and do*ument**y research. Firstly, it was sea*ched </line>

<line> national </line>

<line> publicati**s </line>

</par>

<par>

<line> ENA*E, using **e *A*ES journal </line>

<line> t*e keyw*r*s i* P*rtugues*: *NADE, </line>

</par>

<par>

<line> education*l C*nsus, and *valuation of courses. Within *he s*arch s*o*e, t*ese ex-pressions </line>

<line> *r*vided the s*tisfactory r**urn rat* for the c***truction of t*e **aly**s. </line>

</par>

<par>

<line> A s*cond search was m*de *n the indust*y 4.0 and educat*on, as well as on </line>

</par>

<par>

<line> ranking* *f unive*s*tie*. Fo* this </line>

<line> search it was used the We* of Science and Scopus bases. </line>

</par>

<par>

<line> The s*a*ch for Ind*stry 4.0 aim*d to identify t*e profile of **e Engineer suit*ble for </line>

</par>

<par>

<line> prod*ct*on mo*el, as well as aspects </line>

<line> tra*n*ng; for that, it was used the keywords: </line>

</par>

<par>

<line> pro*essio*al profile of t*e **gineer, engine*ri*g educ**i*n. To searc* for publ*cations on *he </line>

<line> teac**ng o* e*gineers for I*dus*ry *.0, it was used the key-**rds: Industry 4.0, pr*duction </line>

<line> enginee*ing, professi*nalism *n t*e labor mark*t. The *ost cited texts w*re *elected, and the </line>

<line> abstracts we*e read t* choose those that sup-ported this research ab*ut *he *roduction </line>

<line> Engineering course. This area is *hosen beca*se it is **delibly integrated into t*e p*oduction </line>

<line> syst*m*, the c*nt*al point o* debate *n Industry 4.0. </line>

</par>

<par>

<line> *n *ddition t* *he bi*liographi* research, a *o*ument*l in*estigation abou* </line>

</par>

<par>

<line> ENADE e*amination a*d th* RUF ranking was realized. This </line>

<line> investiga*ion *sed </line>

</par>

<par>

<line> following documents: Area Synthesis *eport - Pro*u*tion Eng*n*ering an* the School Ce*sus </line>

<line> 2019, av**lable on *h* site *ttp://portal.in*p.gov.br/web/gu*st/ resul*s-and-summaries. The </line>

<line> study se*rched the online r*cor*s f*r the performance re*orts of *ro*uc*io* engineering </line>

<line> courses and the *x*mi*ations c*rried out from 2012 to t*e pr*sen* d*te. </line>

<line> Rev. FSA, Ter*si*a, v. 19, n.9, a*t. 13, p. 27*-*84, set. 20*2 *ww4.fsanet.c*m.br/revista </line>

</par>

</page>

<page>

<par>

<line> Ranking A**lysis of Pro*uction Engine*ring C*urs*s Against Industry 4.0 </line>

</par>

<par>

<line> Ranking </line>

<line> re*erences </line>

<line> a*ailab** </line>

</par>

<par>

<line> h*t**://*uf.fo*ha.u*l.*om.br/*019/, where the stud* looke* for the dimensions and indicators </line>

<line> used and t*e pro*ed*res for their co*struct*on. </line>

<line> 4 RES*LTS *ND *NALYSIS </line>

<line> Schislyaev* et al. (2*22) establish that industry 4.0 is qualif*ed by the use of cyber- </line>

<line> physical s*stem* *n production processes. It shou*d be noted that these systems will be </line>

<line> connected to a n*twork, will tal* to eac* oth*r, wil* *el*-adj**t and wil* learn new *perating </line>

<line> models. </line>

</par>

<par>

<line> Industry 4.0 has gained a leading role in i*dustrial des**n and *s </line>

<line> causing prof*und </line>

</par>

<par>

<line> changes in production engine*ring. H**ever, to res*ond t* the in**stry *.0 design, an </line>

<line> essenti*l foundation *ust be available, both technic** *nd human. The**fore, necessary action </line>

<line> is t* r*conci*e the edu*at*onal structure to this n*w way of producing, with special at*ention to </line>

<line> *ngin**ring education (*OSKUN et al., 2019). </line>

</par>

<par>

<line> The author highl*ghts a trip*d that supports the *ifferentiated </line>

<line> *ou**e to prepare </line>

</par>

<par>

<line> yo*ng people to work in </line>

<line> In*ustry *.0. The *irst p*llar is focused on the cu*r*culum, which </line>

</par>

<par>

<line> covers </line>

<line> th* technical areas for </line>

<line> industry *.0, i*cluding </line>

<line> an i*terdis*iplinary project. Fo* th** </line>

</par>

<par>

<line> project, t*e t*achers sho*ld gat*er students from differen* d*gr*es </line>

<line> and *ar*ous courses. *his </line>

</par>

<par>

<line> inclusion is k** </line>

<line> in i*t*grated lea*nin* and, with a sy*temic focus, a conditi*n fo* the </line>

</par>

<par>

<line> performa*ce of a *e*hnological producti*n st*ucture. In addition, the curric*lum r*in*orces th* </line>

<line> discipline* of statistica* an*lys*s and compu*er *y*tems, *s computer technology is the *as*s of </line>

</par>

<par>

<line> *he fo*r*h indus*rial revolu*ion. The se*ond pill*r *s the activ**ies </line>

<line> and use of l*boratories. </line>

</par>

<par>

<line> These a*e importan* </line>

<line> proposal, as they p*ovide pr**tical kno*l*dg* throug* </line>

</par>

<par>

<line> s*mul*ted and monitor*d experiences supervised by the teach*rs. I* addition, the </line>

<line> laborato** </line>

</par>

<par>

<line> *roj*cts c*n help the learn*r *nd*rstanding the production process while impr*v*ng </line>

</par>

<par>

<line> operating skills of n*w technolog*es. Fi*all*, the third pillar is scena*io-bas*d lea*ning, whi*h </line>

<line> uses *eal proble*s to **omot* knowle*g* ac*u*sitio* in wh*ch th* student plays a leadin* *ole </line>

</par>

<par>

<line> 2019). Th*s, these </line>

<line> a*thors combi*e the learn*ng of technical content wi*h </line>

</par>

<par>

<line> the ne*d fo* some ess*ntial *oc*al skills *or constant dev*lopment during profe*sion*l life. </line>

<line> L*kewise, Erol et a*. (2019) argue that the indus*ry 4.0 pr**essi*nal *ust have social </line>

</par>

<par>

<line> a** interaction skills to partici*ate an* l*ad interdisciplinary p**jects, as the t*ams </line>

</par>

<par>

<line> composed of a range of </line>

<line> professional* from diffe**nt background* </line>

<line> an* *xperiences. For t*is </line>

</par>

<par>

<line> reason, havi*g </line>

<line> bec*mes *ssenti*l for **e enginee* i* th*s environment. </line>

</par>

<par>

<line> *ev. *SA, T*resina PI, v. 19, *. 9, art. 13, p. 272-284, set. 2022 </line>

<line> w*w4.fsanet.co*.br/rev*sta </line>

</par>

</page>

<page>

<par>

<line> L. A. M. M Ara*j*, J. G. Basa*te, M. T. Silva </line>

</par>

<par>

<line> Con*e*uently, it would be ne*e*sary to *nderstan* how schoo*s off**ing *ro*uct*o* </line>

<line> *ngineering cours*s adapt their serv*ces to meet th*se dema*ds. The chal**nge that lies ahead </line>

<line> is how t* asse*s the *bilit* of sc*ools to develop ski*l* that address **e social di*en*ion. </line>

</par>

<par>

<line> Marik (201*) dra*s *tte**ion to *he fact </line>

<line> the fourth Industri*l Revolution *s </line>

</par>

<par>

<line> fun*a*e*tal change in pe*ple'* *hi*king rather than a modification *n technology. As a *esult, </line>

<line> a number o* *ew edu*ation requi*em*nts are placed *n uni*ersiti*s, which will, in tu*n, h*ve </line>

<line> to change th* cont**t an* style of *eaching a* the b**den *f additional ec*nomic investm**ts. </line>

</par>

<par>

<line> In short, *hese movements point towards </line>

<line> *ducat*on, *hich *ill have to *ace * significan* </line>

</par>

<par>

<line> change in th* way students lear* and are e*aluat*d. M**eover, engineeri*g s**ools *ill have </line>

<line> to inv**t in laborato*ies and equipment, and *he mos* critica* is the train*ng of prof*ssors and </line>

<line> *entors. </line>

</par>

<par>

<line> k*owledge, which will </line>

<line> come from actual </line>

<line> expe*ienc*s that influence students </line>

</par>

<par>

<line> research, pro*ose, question, and problematize (MIQUILIM and SILVA, 2019). </line>

</par>

<par>

<line> though the*e </line>

</par>

<par>

<line> engin*ering *choo*s to the demands of the curr*nt mo*ent, seve**l gaps remain to be sol*ed. </line>

</par>

<par>

<line> Fo* example, Ca*va*ho and Tonini (2017) </line>

<line> und*rstand that t*e cu*rent *ngineering cours*s </line>

</par>

<par>

<line> *ncorporate many comp*tenc*es in their c*rricula requ**ted by traditional indust**es, w*ile </line>

<line> some cr*tic*l charac*eristics o* the new engine*r *re stil* ab*ent. The main as*ect* me*t*on*d </line>

<line> by the aut*ors are re*at*d to *eople *an*g*ment, a feature investigated in detai* in **eir *o*k. </line>

<line> 4.1 Rankings and *ndustry 4.* </line>

<line> Decuyp*re and Landri (2021) rankings do not only measu*e educational </line>

</par>

<par>

<line> perf*rmance, but they al*o provide s*a*us, a* w*ll </line>

<line> as enhance co**eti*io* bet*een </line>

</par>

<par>

</par>

<par>

<line> *ukman e* *l. (2010) a**o *ighlight that one of the purposes of measurement thr**gh </line>

<line> ranking* is th* percep*ion of quality *aps in sch*ol* tha* *ffer hig*er educa**on, helping them </line>

</par>

<par>

<line> improve thei* service. Moreover, </line>

<line> *ach adaptation </line>

<line> adjust t* </line>

<line> the current </line>

</par>

<par>

<line> requirements can ** a*sesse* conc**ning the w*ole c*ncept of the pro***si*nal pro*il*, which </line>

<line> *s key to reachi*g the **b market'* fit. </line>

</par>

<par>

<line> Therefore, *hes* </line>

<line> *val*a*ion* permit a vision that makes it easi*r to *on*er *he </line>

</par>

<par>

<line> cour**s' **a*nesses, strength*, and opportuniti*s, ***n* a </line>

<line> *elpful *ool for *trategic change </line>

</par>

<par>

<line> (LU*MAN et al., 2010). *o, c*nsidering the need to verify the *uitability </line>

</par>

<par>

<line> R*v. FSA, Teresina, v. *9, *.9, a*t. 13, p. 272-284, s*t. 2022 www4.fsanet.*om.br/revist* </line>

</par>

</page>

<page>

<par>

<line> Ranki*g Analysi* *f Production E*g*neer*ng C*urses Agai**t *ndustry 4.0 </line>

</par>

<par>

<line> professi*nal* f*r t*e job mark**, a query *o be post*d i* whether the r*nkings a*e st*uct*red </line>

<line> and e*ecuted to indicate the be*t professi*nal trainers *or *he indu*try 4.0. </line>

</par>

<par>

<line> Initial*y, what *an </line>

<line> be s*en *mo*g the r*nkings p**sented </line>

<line> there a*e many </line>

</par>

<par>

<line> similarities bet*ee* them in t*e topi*s obse*ved, *ince the R*F us*s ENADE dat* to s*art i*s </line>

</par>

<par>

<line> *ppl*c**io*, but t*e **lcu*ation </line>

<line> equ**iz*d by the Folha de S. Pau*o *ewspape* *xtend* to </line>

</par>

<par>

<line> var**bles more consisten* with the re*l desire </line>

<line> of *he industry, as i* add**ion to taking into </line>

</par>

<par>

<line> account the aspec*s o* *eaching, resear*h, inte*nationa*ization, it </line>

<line> i* also attentive to </line>

</par>

<par>

<line> dev**o*ment of in*ovations, and *his point is fu*damen*al in the current ind*stry, in *d*iti*n </line>

<line> to verifying how the ma*ket *udge* profess*onal* "man*fact*red" in these cour*es. </line>

<line> It should be *oted *hat the RUF me*t* som* points highl*gh*ed by Erol et al. (2*16) </line>

</par>

<par>

<line> al. (2019) as it seeks *o point out which c*urse* prov*de </line>

<line> professionals with </line>

</par>

<par>

<line> *robl*ms\ solving </line>

<line> capacity, su*h as those who hav* s*cial resou*cef*lness *e-ma*ded by </line>

</par>

<par>

<line> te*m working *nd networking. </line>

<line> 4.2 E*ADE and Industry 4.0 </line>

<line> The a*sess*ents applied to t*e Production Engine*ring course *e*e acces*ed fr*m </line>

<line> 2012, th* year t*at the term in*ustry 4.* was coin*d for the first tim*. In th*s peri*d (2012 to </line>

<line> 2019) thr*e exams were pe**ormed, the years of *pplication were 2014, 2*17, an* 201*. </line>

</par>

<par>

<line> In 2014, a question (out </line>

<line> of a total of </line>

<line> 40) was found on the concept of inn*vation, </line>

</par>

<par>

<line> *hich is i*p*rtant for Industry </line>

<line> as *oi*ted out *y Bonil*a et al. (*0*8), thoug* *ot </line>

</par>

<par>

<line> exclusive. *lso, as obs*r*ed by the *uthors, the con*ept of sustainability **s f*un* in all the </line>

</par>

<par>

<line> eval**ted exams. The 2*17 test *oes *ot appe*r to have questions that c*nve*ge to </line>

</par>

<par>

<line> "univ*r*e" o* industry 4.0. Alr*ady in the year 2019, five q**st*ons (out of *0) are r*lat*d to </line>

<line> the conten* discu*sed by a*tho*s dea*ing with ind*st*y 4.0 (EROL e* al., *016 e COS*UN et </line>

</par>

<par>

<line> al., 2*19): Add*tiv* Manufactur*ng, I*tern*t *f Things, Technology </line>

<line> and Artifi*ial </line>

</par>

<par>

<line> Intelligence. </line>

</par>

<par>

<line> i* not*worthy that th*re were no </line>

<line> questions that e*ok*d </line>

<line> important points ab*ut </line>

</par>

<par>

<line> knowledge and sk*lls related to the *e*elopment of t*e c*ncept of lead*rs*ip. In additio*, i* is </line>

<line> *bse*v** th*t the ex*ms al*o did not perform the analyzes *ha* stand out: *lo*k Chain, </line>

<line> augmented r***i**, virt*a* realit*, ro*otics, *rone* and big data. </line>

</par>

<par>

<line> *o not m*nitor the quality </line>

<line> of *he labora*ories </line>

</par>

<par>

<line> availab*e in the instituti*ns, this n*n-su*erv*sion ends up compromising the reading *f </line>

</par>

<par>

<line> training of professionals *ho gr*d*ated from </line>

<line> th* course*, Ferre*ra et *l. (2020), high**ghts </line>

</par>

<par>

<line> Rev. FSA, Teresina *I, v. 19, n. 9, art. 13, p. *72-284, se*. 2022 </line>

<line> www4.fsanet.co*.br/revista </line>

</par>

</page>

<page>

<par>

<line> L. A. M. M Araújo, J. G. Bas*nte, M. T. Si*v* </line>

</par>

<par>

<line> that labo*ato*ies i*prove the ca*abilitie* o* future professio*als who will w*rk in </line>

<line> o*ganizations, th*refor*, be*n* es*ent**l ** the constructi*n of technical t*aining, *n </line>

<line> observ*t**n made in the work of Erol e* al. (2016) and Coskun et al. (2*19). </line>

<line> It i* al*o noteworthy that despite some gaps, as defended above, ENA*E *ssesses </line>

</par>

<par>

<line> i*ter*isc*plina*i*y, a* import*nt focus for Coskun et al. (*019), </line>

</par>

<par>

<line> q*est*ons *hat have susta*nability at their h*a*t. The exam also asks questio*s about the u*e of </line>

<line> tech*o**gies, a *ey po*nt in industry 4.0, bu* does **t develo* **pects that E*ol e* al. (2016) </line>

</par>

<par>

<line> addr*ss as relevant, thes* points being a list of ski*ls that are: persona* </line>

<line> s*ills, social skills, </line>

</par>

<par>

<line> actio* skills and mast*ry sk*lls, *oints o* social and pers*nal dimension. In this case, **e *U* </line>

<line> c*n develop th*s ass***ment, *y using d*ta that *he mar*et ma*es av*i*abl* as i*formation that </line>

<line> includes the notes **fended by Erol et al. (2016). </line>

<line> 5 **NCLUSIONS </line>

<line> To summarize, the courses must transform themse*v*s to *ace a period of intense </line>

<line> change*, and the rank*ngs a*e beac*ns **r possi*le decis*on-m*kin*. </line>

<line> The result* sh*w that the two e**luations are re*ated to essential aspects of Ind*stry </line>

</par>

<par>

<line> 4.0 bu* leave gaps </line>

<line> that must be *ompl*t**. *or example, the eval*ations c*nnot </line>

</par>

<par>

<line> tra*ni*g of lead*rs, wh*ch is a vital req*irement acknowledged b* the li*eratur*. Mo*eo*er, the </line>

</par>

<par>

<line> *ppro*ches i*herent to the soc*ability of *r*fessionals are </line>

<line> not **sessed either, though </line>

</par>

<par>

<line> engineers are n* *ong*r "just" tech*ic**ns; they are al*o manag**s. The challenge of </line>

</par>

<par>

<line> evaluat*n* *oft skill* can justi*y those res*r*ctions. Still, the ability to </line>

<line> lead and pa*ticipate in </line>

</par>

<par>

<line> teams is an in*vita*le condi***n, and *he schools should care for it* devel*pment. </line>

<line> It is understood, therefore, th*t the RUF incorporate* the mark** assessment, and this </line>

<line> *s positive. *ti*l, in contrast, it does not have the impac* t**t ENADE h*s since *h* *val*ation </line>

</par>

<par>

<line> carr*ed ou* by INEP is a state policy. Its p*rforman*e </line>

<line> t**ou*hout t*e national territory is </line>

</par>

<par>

<line> requ*red, and in m**y c*ses, high*r education in*titut*on* tailor th*i* content e*h*b*tion to tha* </line>

</par>

<par>

<line> requested by the refer**d ex*m. This evaluation </line>

<line> cover* a s*t of concep**, i*clu**n* the </line>

</par>

<par>

<line> s*ude*ts' gra*e* average, as parameters *or the resu*ts. </line>

<line> I* i* notewort*y tha* an assessme*t model th*t sums up the *ai* points of each exam </line>

<line> would im*rove the **aluation of th* t*aining for the industr* 4.0 produ**ion model. </line>

</par>

<par>

<line> Rev. FS*, Teresina, v. 19, n.9, art. 13, p. 272-284, set. 2*22 </line>

<line> www4.fs*net.co*.*r/revist* </line>

</par>

</page>

<page>

<par>

<line> Rankin* Anal*s** of Production En*inee*ing *our*es Against I*d*s*ry 4.0 </line>

</par>

<par>

<line> REFERENCE* </line>

</par>

<par>

<line> BONIL**, S. * et al. (2018). Industry 4.0 and sustainability implicat*ons: A scena*io-b*sed </line>

<line> analysis of *h* imp**ts *n* chall*nges. Sustainability, 10(10), *740. </line>

<line> CARVALHO, L. D. A; TONINI, A. M. (2017). *ma aná*ise compa*a**v* en*r* a* </line>

</par>

<par>

<line> competências requerid** na </line>

<line> a*uação *rofissi*nal do enge*heiro c*ntemp*râneo e aquela* </line>

</par>

<par>

<line> previstas nas diretrize* curricu*ares n*cionais dos curso* de Engenhari*. Gestã* & P*oduçã*, </line>

</par>

<par>

<line> Como é feito * Ranking Uni*ersitário *olha. RUF, </line>

<line> 2019. Dispon*vel em: </line>

</par>

<par>

<line> COKUN, S; KAYIKCI, Y; G*NÇAY, E. (2*19). Adaptin* enginee*ing educati*n to </line>

<line> industr* 4.0 vision. Technologie*, 7(1), 10. </line>

<line> EROL, S et al. (*016). T*ngible Ind*stry 4.0: a scen*rio-ba*ed ap*roach to le**ning f*r the </line>

<line> futur* of produ*ti**. Proced*a CiRp, 54, *3-18. </line>

</par>

<par>

<line> FERRE*RA, P. J. G </line>

<line> et al. (2020). **DÚSTRIA 4.0: MODELO DE **SINO PARA </line>

</par>

<par>

<line> FORMAÇÃO </line>

<line> DE ENGENHEIR*S DE P*ODUÇÃO. *evista d* Ensino *e E**enhar*a, </line>

</par>

<par>

</par>

<par>

<line> INEP Ins*i*ut* Na**onal de Estudos e Pesq*is*s Educac*onais An*sio Teixe*ra, Result*dos </line>

</par>

<par>

<line> ENADE 2019, Conceito ENADE e IDD 2019, Br*sília, ou**bro </line>

<line> 2020. PowerPoi*t </line>

</par>

<par>

<line> P*esentatio* (inep.gov.*r). </line>

</par>

<par>

<line> LUKMA*, R; KRA*NC, D; GLAVI, P. (2010). *niv**sity *ank*ng *sing **search, </line>

<line> educational a** environmental indica*ors. Journ*l of c**aner *roduct**n, 18(*), 619-628. </line>

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<line> Como Refer*nciar este Artigo, conforme ABNT: </line>

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<line> J. G. Basante </line>

<line> M. T. Silva </line>

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<line> 1) concepção * planejamen*o. </line>

</par>

<par>

<line> 2) a*álise e inte*pretação *os dados. </line>

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<line> 3) elaboração do r*sc*nho ou na revis*o cr*tic* d* co**eúdo. </line>

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<line> *) pa*ticipaçã* na apro*ação da v*rsão final do *anuscri*o. </line>

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<line> Rev. *S*, Teresina, v. 19, *.9, art. 13, p. 272-284, *et. 202* </line>

<line> *ww4.fsanet.*om.br/re*ista </line>

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