Active methodologies in the formation of the XXI century engineer: challenges and reflectionsv
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Olhar de Professor (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16436 |
Resumo: | In a society in constant transformation and rapid technological advances, the main characteristic of a competitive professional is the ability to create and apply science and technology in the generation of belongings and services. For this, good questions are cool, doubts that will highlight you as a professional and make a difference to the community as a whole. Thus, considering the need for progress and as contemporary changes in an increasingly globalized and hyperconnected world, the objective is to analyze the current learning scenario and the forms of teaching used as a subsidy for the development of the engineering student. To do so, it starts from the analysis of some historical and philosophical factors that led the student to a stiffening of his questioning power, to proceed with the analysis of active teaching methodologies, such as Problem Based Learning (ABL), Questioning Methodology (MP) and Team-Based Learning (ABE). The use of these tools allows the framing of the student as a manager of his own learning and leads to the granting of the need to search for alternative methods to break the passivity of the discente group. |
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Active methodologies in the formation of the XXI century engineer: challenges and reflectionsvMetodologías activas en la formación del ingeniero del siglo XXI: desafíos y reflexionesMetodologias ativas na formação do engenheiro do século XXI: desafios e reflexõesEngenheiros. Competitividade. Metodologias ativas.Engineers. Competitiveness. Active methodologies.Ingenieros. Competitividade. Metodologías activas.In a society in constant transformation and rapid technological advances, the main characteristic of a competitive professional is the ability to create and apply science and technology in the generation of belongings and services. For this, good questions are cool, doubts that will highlight you as a professional and make a difference to the community as a whole. Thus, considering the need for progress and as contemporary changes in an increasingly globalized and hyperconnected world, the objective is to analyze the current learning scenario and the forms of teaching used as a subsidy for the development of the engineering student. To do so, it starts from the analysis of some historical and philosophical factors that led the student to a stiffening of his questioning power, to proceed with the analysis of active teaching methodologies, such as Problem Based Learning (ABL), Questioning Methodology (MP) and Team-Based Learning (ABE). The use of these tools allows the framing of the student as a manager of his own learning and leads to the granting of the need to search for alternative methods to break the passivity of the discente group.En una sociedad en constante transformación y rápidos avances tecnológicos, la principal característica de un profesional competitivo es la capacidad de crear y aplicar ciencia y tecnología en la generación de bienes y servicios. Para ello se necesitan buenas preguntas, dudas que te destaquen como profesional y marquen la diferencia para la comunidad en su conjunto. Así, considerando la necesidad de progreso y cambios contemporáneos en un mundo cada vez más globalizado e hiperconectado, el objetivo es analizar el escenario de aprendizaje actual y los métodos de enseñanza utilizados como subvención para el desarrollo del estudiante de ingeniería. Para ello, se parte del análisis de algunos factores históricos y filosóficos que llevaron al alumno a un fortalecimiento de su poder cuestionador, para proceder al análisis de metodologías docentes activas, tales como Aprendizaje Basado en Problemas (ABP), Metodología de la Enseñanza. (PM) y Aprendizaje basado en equipos (ABE). El uso de estas herramientas permite enmarcar al alumno como gestor de su propio aprendizaje y lleva a la conclusión de que es necesario buscar métodos alternativos para romper con la pasividad del alumnado.Em uma sociedade em constante transformação e avanços tecnológicos rápidos, a principal característica de um profissional competitivo é a capacidade de criar e aplicar ciência e tecnologia na geração de bens e serviços. Para isso, são necessários bons questionamentos, dúvidas que o destacarão como profissional e farão diferença à comunidade como um todo. Deste modo considerando a necessidade de progresso e as mudanças contemporâneas de um mundo cada vez mais globalizado e hiperconectado, objetiva-se analisar o atual cenário de aprendizagem e as formas de ensino usadas como subsídio ao desenvolvimento do estudante de engenharia. Para tanto, parte-se da análise de alguns fatores históricos e filosóficos que levaram o discente a um enrijecimento do seu poder de questionamento, para proceder-se à análise de metodologias ativas de ensino, como Aprendizado Baseado em Problemas (ABP), Metodologia de Problematização (MP) e Aprendizagem Baseada em Equipes (ABE). A utilização dessas ferramentas permite o enquadramento do aluno como gestor do próprio aprendizado e leva a concluir pela necessidade da busca de métodos alternativos para o rompimento da passividade do corpo discente.Editora UEPG2022-02-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1643610.5212/OlharProfr.v.25.16436.005Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-23Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-23Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-23Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-23Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-231984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/16436/209209216270Copyright (c) 2022 Felipe Korbus Sutili, Iara Alessandra Donati Raineriinfo:eu-repo/semantics/openAccessSutili, Felipe KorbusRaineri, Iara Alessandra Donati2023-03-08T01:37:19Zoai:uepg.br:article/16436Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2023-03-08T01:37:19Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Active methodologies in the formation of the XXI century engineer: challenges and reflectionsv Metodologías activas en la formación del ingeniero del siglo XXI: desafíos y reflexiones Metodologias ativas na formação do engenheiro do século XXI: desafios e reflexões |
title |
Active methodologies in the formation of the XXI century engineer: challenges and reflectionsv |
spellingShingle |
Active methodologies in the formation of the XXI century engineer: challenges and reflectionsv Sutili, Felipe Korbus Engenheiros. Competitividade. Metodologias ativas. Engineers. Competitiveness. Active methodologies. Ingenieros. Competitividade. Metodologías activas. |
title_short |
Active methodologies in the formation of the XXI century engineer: challenges and reflectionsv |
title_full |
Active methodologies in the formation of the XXI century engineer: challenges and reflectionsv |
title_fullStr |
Active methodologies in the formation of the XXI century engineer: challenges and reflectionsv |
title_full_unstemmed |
Active methodologies in the formation of the XXI century engineer: challenges and reflectionsv |
title_sort |
Active methodologies in the formation of the XXI century engineer: challenges and reflectionsv |
author |
Sutili, Felipe Korbus |
author_facet |
Sutili, Felipe Korbus Raineri, Iara Alessandra Donati |
author_role |
author |
author2 |
Raineri, Iara Alessandra Donati |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Sutili, Felipe Korbus Raineri, Iara Alessandra Donati |
dc.subject.por.fl_str_mv |
Engenheiros. Competitividade. Metodologias ativas. Engineers. Competitiveness. Active methodologies. Ingenieros. Competitividade. Metodologías activas. |
topic |
Engenheiros. Competitividade. Metodologias ativas. Engineers. Competitiveness. Active methodologies. Ingenieros. Competitividade. Metodologías activas. |
description |
In a society in constant transformation and rapid technological advances, the main characteristic of a competitive professional is the ability to create and apply science and technology in the generation of belongings and services. For this, good questions are cool, doubts that will highlight you as a professional and make a difference to the community as a whole. Thus, considering the need for progress and as contemporary changes in an increasingly globalized and hyperconnected world, the objective is to analyze the current learning scenario and the forms of teaching used as a subsidy for the development of the engineering student. To do so, it starts from the analysis of some historical and philosophical factors that led the student to a stiffening of his questioning power, to proceed with the analysis of active teaching methodologies, such as Problem Based Learning (ABL), Questioning Methodology (MP) and Team-Based Learning (ABE). The use of these tools allows the framing of the student as a manager of his own learning and leads to the granting of the need to search for alternative methods to break the passivity of the discente group. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-02-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion PDF text Texto PDF Texto PDF |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16436 10.5212/OlharProfr.v.25.16436.005 |
url |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16436 |
identifier_str_mv |
10.5212/OlharProfr.v.25.16436.005 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16436/209209216270 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Felipe Korbus Sutili, Iara Alessandra Donati Raineri info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Felipe Korbus Sutili, Iara Alessandra Donati Raineri |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora UEPG |
publisher.none.fl_str_mv |
Editora UEPG |
dc.source.none.fl_str_mv |
Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-23 Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-23 Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-23 Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-23 Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-23 1984-0187 1518-5648 reponame:Olhar de Professor (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Olhar de Professor (Online) |
collection |
Olhar de Professor (Online) |
repository.name.fl_str_mv |
Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
olhardeprofessor@uepg.br|| |
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1797053493830221824 |