Integração entre a aprendizagem baseada em projetos e a flexquest : uma proposta para os cursos de engenharia

Abstract

The technological development visualized over the last decades has influenced the way of life in society, reconfiguring the forms of relationship between people, as well as implying in several changes in modern working life. In order to meet the demands of today's society, significant changes in professional practice are expected, with direct repercussions on education and, consequently, the training of future workers in any area of activity. In this way, several are the proposals that aim to modernize the teaching practice, being this work to investigate how the integration between the FlexQuest strategy and the Project Based Learning - PBL can contribute in the promotion of an interdisciplinary teaching. To this end, we sought to understand the possibilities of overcoming traditional teaching in the sciences and engineering through: I) the use of the theoretical assumptions that guided the conception of FlexQuest as a strategy for the apprehension of concepts, and II) the characterization of essential elements of the active learning methodologies and, consequently, of the PBL, favoring the emergence of a collective intelligence. The research refers to a qualitative-quantitative case study, where a didactic-methodological proposal was developed that was applied in a class of the subject of Electrical Engineering Topics, curricular component of the 1st period of the Electrical Engineering course at UFRPE - UACSA, composed of 42 students. The data were collected from the projects developed by the students in the FlexQuest Platform, and the final questionnaire of the project answered by the students, and the analysis of the survey carried out in the light of the Content Analysis understandings (Bardin, 2007), aided by NVivo 11 Software. from the evaluation of the results, it can be concluded that the integration between FlexQuest and PBL could contribute in an effective way in the promotion of interdisciplinary teaching and collective intelligence.