Analytical methods in the resignification of the university curriculum

Abstract

Traditionally in the university environment, the curriculum has been conceived as the study plan designed to facilitate academic training, coherently organizing curricular units with specific objectives. However, this classic notion has been questioned due to its limitation in addressing the complexity of the curriculum, influenced by disciplinary, axiological and historical, political and cultural contextual elements. This broad perspective reveals its dynamism and its essential role in the comprehensive formation of individuals. Analytical methods facilitates dynamic and adaptable curriculum management, integrating academic, sociocultural and economic dimensions to design relevant and effective programs. The Analytical Hierarchical Process (AHP) and the Topsis method were used to structure and evaluate curriculum criteria. The AHP allowed criteria to be prioritized through expert surveys, while Topsis evaluated alternatives based on proximity to ideal and negative solutions. Six key criteria were identified for the university curriculum, evaluated and weighted using AHP: triadic coherence, praxiological relevance, curricular integration, praxiological management, flexibility and adaptability, and social responsibility. Topsis highlighted case studies and congruence analysis as optimal approaches, showing high proximity to the ideal solution. The proposed innovative study reinterprets the university curriculum, integrating educational management with an adaptive and triadic approach.

Keywords:

University, research, teaching, multi-criteria method