A aprendizagem baseada em projetos no ensino remoto: aplicação na disciplina de Projeto e Construção da Infraestrutura Viária

• Autor(a) principal: Goncalves, Sabrina Rodrigues
• Data de Publicação: 2021
• Outros Autores: Mota, Bruno Cavalcante, Oliveira, Francisco Heber Lacerda de, Siqueira, Evanilson de Lima, Freire, Jair Carvalho
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/60504
• topic: Ensino remoto; PBL; Engenharia

Even with the technological advances, the rapid expansion of COVID-19 and its arrival in Brazil surprised professors and students by making the migration to a remote classroom model mandatory and urgent. As a consequence of social isolation, face-to-face classes were suspended at higher education institutions in Brazil, and the emergency remote teaching model needed to be put in place to provide continuity to pedagogical activities. In the context of engineering education, integrating theory and practice, stimulating the solution of real problems, and bringing students closer to the challenges they will face in the market as a way to motivate them were already debated topics, and with the adoption of remote teaching these issues became even more exposed. Therefore, the objective of this article is to evaluate the students' perception of the experience of the discipline Design and Construction of Road Infrastructure, which was offered entirely remotely, with a Project-Based Learning (PBL) approach. The research method was based on the presentation of the case study and the application of a questionnaire to the students of the course. This reinforces the importance of adopting different teaching-learning methodologies that seek to break with traditional teaching models and, above all, that encourage students to acquire the competencies and skills that will be required in the job market. Such aspects are even more relevant in the remote teaching model, in which the motivation of students is even more challenged.