The objectives of this paper are to structure and discuss the main soft skills that have an impact on the employability in the Engineering field, aiming to fill the gap between education and job market in the STEM field. A systematized literature review (SLR) on Humanities and Engineering Education of 2638 articles showed that the most important soft skills for the employability of engineers can be grouped into six main groups: Problem Solving and Critical Thinking, Communication, Team Work, Ethical Perspective, Emotional Intelligence and Creative Thinking. The definition and relation between these skills and Engineering work are explored within the present work, concluding with a reflection about fresh graduate Engineers and their readiness for the job market.

The aim of this study was to understand and compare the expectation and perception of 40 engineering employers regarding the soft skills in Engineers. The most important soft skills for an Engineering professional, identified through a systematic bibliographic review, were arranged into six groups, as follows: critical thinking, creative thinking, communication, teamwork, ethical perspective and emotional intelligence. The chosen methodology for data analysis was a fuzzy logic, in order to preserve the subjectivity inherent to soft skill. Forty psychologists were also interviewed and the delphi method was used to include their perceptions between soft skills for calibration of the fuzzyTECH software. The results obtained with the fuzzyfication of the data revealed that the perception of employers of soft skills in engineering professionals is not inline to their expectations in the scenario they are inserted.

Investigamos facetas do engajamento cognitivo, emocional e comportamental de um grupo de alunos de Ensino Médio, particularmente hábeis e empolgados durante a realização de uma atividade de investigação escolar. Coletamos os dados em uma sequência de quatro aulas de Física, gravadas em vídeo e áudio. Identificamos os períodos de maior atividade em torno dos desafios colocados pelo professor e as discussões que interferiam na condução da investigação. Analisamos interações entre os alunos com base nos conceitos psicanalíticos de "grupo de trabalho" e "suposições básicas". Aspectos da configuração do grupo e a qualidade das interações trouxeram implicações para seu desenvolvimento em diferentes dimensões. Verificamos que a situação de aprendizagem mobilizou múltiplos aspectos do engajamento dos alunos no nível da atividade e no nível da tarefa de aprendizagem. Concluímos que, sem o auxílio do professor, mesmo alunos hábeis e engajados ficam sujeitos a fugas inconscientes de tarefas de aprendizagem que exigem engajamento cognitivo.

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