Aprendizagem baseada em projetos à luz da perspectiva STEM: intervenção em uma turma de engenharia

Abstract

The curricular guidelines for engineering courses, in force since 2019, brought the desire for a differentiated profile for graduates, centralizing the teaching and learning processes on the student and bringing them closer to the current demands of the productive sector and current issues for life in society. The objective of this research seeks to understand the limits and potential of an intervention in the classroom using project-based learning as a strategy based on the STEM Perspective, whose implementation followed the steps delimited by the engineering design process. This is an exploratory and qualitative investigation, which used methodological procedures for constructing and conducting case studies. To analyze the data, we used the NVivo program, whose inferences are inspired, with certain adaptations, by the dictates of content analysis. The composition of the data collection instruments is formed by a focus group interview with representatives of the groups participating in the intervention and by Conceptual Panels, a type of infographic created by students of the Engineering Topics discipline, a curricular component of the second period of the Engineering course. Electronics from UFRPE / UACSA. There was also an evaluation of the projects in relation to the STEM areas, carried out by the teacher under the guidance of a table of rubrics. The results indicated that, despite the weakness in relation to mathematics, the integration between STEM areas during the project's course can be verified, and students recognize this type of intervention as useful for teaching engineering, especially in relation to aspects focused on the professional profile of the approach, the opportunity to carry out practical tasks, the preparation for assembling electronic circuits, the division of tasks between group members and the planning of activities for the development of projects. It is hoped that this investigation will motivate other research that will calibrate the work on mathematical content and leverage propositions such as the inclusion of arts for an intervention in STEAM and other strategies when designing project solutions.