Should we continue with a Physics curriculum for Engineering outside the labor context?

Abstract

Aim: Taking as a particular case the curriculum design and redesign process of the physics for engineering program at a Mexican university, it intends a proposal based on a theoretical framework (Dipcing) this process. The  redesign of the curriculum at this university is officially carry out taking into account the needs of the socio-economic environment; cutting-edge teaching and learning methodologies; however, the local process that is outlined and research made by international organizations indicate the contrary; because deficiencies in skills are reported, such as: solving complex problems. Materials and methods:  The approach is qualitative with research-action design. Field research was carry out with focus groups and instruments were design for data collection. Results: From the analysis of the information by means of descriptive statistics and interpretation of texts; from documentation of the work system in the chemical plant, it is concluded that the process of design and redesign of physics curricula must be reconfigured, since the disconnection with the industry and the anachronism of the study program are evident. Conclusion: The process cannot continue be done in a free format without being base on a methodology, nor is the teacher's interest in participating sufficient; they must have training and knowledge in the field of curriculum design. Is essential that specialists in physics, chemical engineering, curriculum and, of course, companies, participate in the process together. Since, eventually, there is a risk of stagnating engineering careers, since; the students will not be training to insert them to the Fourth Industrial Revolution.