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Doctoral Thesis
DOI
https://doi.org/10.11606/T.3.2023.tde-22052023-083248
Document
Author
Full name
André Luiz Maciel Santana
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2023
Supervisor
Committee
Lopes, Roseli de Deus (President)
Yanaze, Leandro Key Higuchi
Durão, Luiz Fernando Cardoso dos Santos
Mansano, Ronaldo Domingues
Tonini, Adriana Maria
Title in Portuguese
Educação em engenharia na era da indústria 4.0: um método para operacionalizar o desenvolvimento de competências para a realização de projetos complexos, baseados na resolução de problemas reais.
Keywords in Portuguese
Aprendizagem baseada em projetos
Co-design
Indústria 4.0
Problemas do mundo real
Resolução de problemas
Abstract in Portuguese
Durante os últimos anos, muito vem se discutindo a respeito das mudanças da era da indústria 4.0, e que afetam a forma como as pessoas interagem entre si, consomem tecnologia, realizam suas tarefas do cotidiano, aprendem e se relacionam. Estas mudanças são sentidas tanto pela indústria, no que se referem as competências técnicas e não técnicas necessárias para que engenheiros realizem seus papéis profissionais com plenitude no século XXI, quanto pela sociedade que nutre a expectativa de absorver profissionais de engenharia e tecnologias, com perfil multidisciplinar e capazes de propor e desenvolver soluções para problemas complexos, de forma sustentável e inclusiva. No entanto, as abordagens tradicionais de ensino de engenharia em geral ainda estão distantes de problemas reais. O afastamento da formação acadêmica de estudantes de cenários que envolvam problemas reais e complexos se contrapõe às expectativas tanto da indústria, quanto da sociedade. A presente pesquisa, que foi conduzida seguindo o Design-Based Research, investigou como operacionalizar, no Ensino Superior de Engenharia, o desenvolvimento de competências para realização de projetos complexos, baseado na resolução de problemas reais. Os resultados indicam que o método proposto, que inclui instrumentos de avaliação, tiveram impacto positivo para formação dos estudantes, e contribuíram para o desenvolvimento de projetos que se propõem a resolver problemas do mundo real. Ainda, os resultados sugerem que este tipo de método pode ser aplicado tanto em disciplinas presenciais, quanto remotas, que podem envolver estudantes de diferentes cursos de graduação na condução de um mesmo projeto, e que o percurso pode ser conduzido tanto em disciplinas focadas apenas no desenvolvimento de projetos, quanto em disciplinas que compartilharão o tempo de sala de aula, entre projetar uma solução e ensinar um conteúdo teórico ou técnico.
Title in English
Engineering education in the Industry 4.0 era: a method to operationalize the development of competencies to design complex projects based on Real-World Problems Solving
Keywords in English
Co-design
Industry 4.0
Project-based learning
Real-world problem solving
Abstract in English
During the last few years, much has been discussed about the changes in the industry 4.0 era, which affect the way people interact with each other, consume technology, perform their daily tasks, learn, and relate. These changes are felt both by the industry, in terms of the technical and non-technical skills necessary for engineers to carry out their professional roles fully in the 21st century, and by the society that expects to absorb engineering and technology professionals with a multidisciplinary profile, and capable of proposing and developing solutions to complex problems sustainably and inclusively. However, in general, traditional engineering teaching approaches still need to be made aware of real issues. The distancing of students' academic training from scenarios involving real and complex problems is opposed to the expectations of both industry and society. The present research, which was conducted following the Design- Based Research, investigated how to operationalize, in Higher Engineering Education, the development of competencies to carry out complex projects based on the resolution of real problems. The results indicate that the proposed method, including assessment tools, had a positive impact on student training and contributed to developing projects that aim to solve realworld problems. Still, the results suggest that this type of method can be applied both in faceto- face and remote disciplines, which can involve students from different undergraduate courses in conducting the same project, and that the approach can be performed both in fields focused only on the project development, as well as in disciplines that will share classroom time, between designing a solution and teaching theoretical or technical content.
 
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Publishing Date
2023-05-23
 
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