Grupo de estudos como alternativa inovadora para o aprimoramento no processo de ensino no curso de engenharia civil da Universidade Federal do Paraná

Abstract

A Universidade Federal do Paraná representa, no contexto do ensino superior, a instituição mais tradicional do país, disponibilizando todos os anos vários profissionais capacitados ao mercado de trabalho para atender as demandas da sociedade brasileira. O curso superior de Engenharia Civil da instituição é centenário e sofreu sucessivas modificações para atender essas necessidades e atualmente tem sido submetido a inovações didáticas para melhor preparação dos futuros profissionais. Por essa necessidade de capacitação surgiram os chamados Grupos de Estudos, em particular no curso de Engenharia Civil da UFPR, por iniciativa totalmente estudantil, impulsionada por experiências acadêmicas, vivenciadas em intercâmbios ainda durante o período de graduação. Esses Grupos de Estudos apresentam-se como uma iniciativa que possibilita a experiência prática nas várias áreas de atuação antes mesmo da entrada no mercado de trabalho e ajudam na decisão mais exata dos caminhos que os estudantes desejam seguir. Nesse sentido, este artigo abordará como esta metodologia pode auxiliar no aprimoramento do processo de ensino-aprendizagem como fator motivador, facilitador e complementar aos métodos já utilizados.

Comments on the problems solving methodology in education of civil engineering in Brazil

“…Society needs civil engineers with new competencies, flexibility and autonomy in constant learning, and inter alia since the formation of the engineer must be done considering the needs of the country and the welfare of the society (Cordeiro et al, 2008), however current engineer training fails to address social skills (Bernardinis et al, 2017).…”

“…Specifically on civil engineering education in Brazil, some articles that present "Engineering Education" in the title are about the history and curricular purposes, not on the teaching issues or the use of new teaching methodologies (Cordeiro et al, 2008;Macedo and Sapunaru, 2016), however, Cordeiro and colleagues (2008), and report that good engineering must be based on mathematics, physics, chemistry and biological knowledge, in addition to aspects of citizenship (Bernardinis et al, 2017). For that, it is necessary to modernize engineering education.…”

“…A parallel approach to conservative teaching was done using card games in a civil engineering transport class using a PBL [Problem Based Learning] method, however, the practical results were not verified objectively (Bernardinis et al, 2015a(Bernardinis et al, , 2015b. An incentive to construct a group of studies in Engineering courses is occurring at the Federal University of Paraná, the Federal University of Ceará, and the Federal University of Juiz de Fora (Bernardinis et al, 2017) with the application of new technologies such as PBL (Cordeiro et al, 2017) and gamification with good results (Bernardinis et al, 2015a, 2015b, as well as the use of virtual reality and simulation with the purpose of improving engineering teaching (Carvalho et al, 2001.…”

“…Another example of a successful learner's innovation was the students, by themselves, looking for an alternative to higher-quality learning, establishing a study group involving many of the areas of Civil Engineering recognized in some universities in Brazil (Bernardinis et al, 2017).…”

“…The incongruence between practiced teaching and modern technological development is one of the motives for searching for a new approach to teaching, with the goal of producing a truly qualified professional that is prepared to enter the workforce (Bernardinis et al, 2015a(Bernardinis et al, , 2015b), In addition, Bernardinis et al, (2017) cite other pedagogic alternatives including panel discussion, simulations and PBL as examples of methods to be applied to the teaching of Civil Engineering. Accordingly, one of the new methodologies applied in the civil engineering teaching was the problem resolution methodology (Belhot and Oliveira Neto, 2006), which was applied with success and generated a motivating environment, pleasure in discovery, autonomy of students in learning and better use of creativity (Ferreira, Silva and Nunes, 2015).…”