PBL METHODOLOGY: A TEACHING PRACTICE IN THE CIVIL ENGINEERING COURSE

• Autor(a) principal: Francelino, Martonio José Marques
• Data de Publicação: 2023
• Outros Autores: Salgado, Tania Denise Miskinis
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/161
• topic: Ensino de Engenharia; Metodologia PBL; Prática Docente; Engineering Teaching; PBL Methodology; Teaching Practice; Práctica Docente; Enseñanza de la Ingeniería; Metodología ABP

In this paper we analyze the teaching practice in constructing a bridge prototype with recycled paper, worked through the Problem Based Learning (PBL) methodology in a Civil Engineering course. In the literature review, theoretical references were sought according to the principles of Barrows, one of the developers of PBL as it is known today. Data collection used observations of the teaching practice, interviews with the professor, and a questionnaire for the discipline's students. We sought to identify the contributions of PBL to the development of the professional profile of future engineers and aspects identified as positive or negative by students and professors. Students resolved real situations inherent to their future careers but pointed out increased workload and teachers' lack of ability to use the methodology, including criteria of evaluation. The experience was considered successful for the development of skills necessary for future Civil Engineering professional practice.