Project-Based Learning in the graduation of engineers: a case study on the curricular experience
DOI:
https://doi.org/10.18675/1981-8106.v34.n.67.s16771Keywords:
Active Methodologies. Engineering Education. Project-Based Learning.Abstract
In the graduation of the engineer, the teaching strategies need to consider the structured professional profile, among others, through meaningful learning, collaborative work and problem solving. The main objective of this case study was to verify how the Project-Based Learning (PBL) contributed significantly to the graduation of engineers. During a semester, 14 students from seven undergraduate courses in engineering at the Universidade Federal de Itajubá – Campus Theodomiro Carneiro Santiago (Unifei), located in the state of Minas Gerais, Brazil, developed collective and collaborative activities aimed at answering a question: what situation bothered or incited curiosity within the University Campus? During the classes, individual and collective activities were carried out in order to organize and establish teams with common problem proposals. In the last week, after the projects were structured, all the students responded to an online form and 100% stated that they were able to integrate knowledge from different disciplines. In addition, 92.9% considered that the PBL allowed them to improve the way they learn. It is concluded that, for the graduation of engineers, strategies of active methodologies allow students to learn from meaningful activities and knowledge.
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