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2023-04-19T20:00:29Z2023-04-19T20:00:29Z2021107https://doi.org/10.33448/rsd-v10i7.155452525-3409http://hdl.handle.net/1843/52282https://orcid.org/0000-0001-5281-7109https://orcid.org/0000-0002-8792-6943https://orcid.org/0000-0002-8646-5946https://orcid.org/0000-0002-1410-6645https://orcid.org/0000-0001-8345-8890The formal curriculum practices in engineering education have been rethought in order to meet the growing demand for the development of the more traditional skills, as well as newer multidisciplinary skills for the students, making them protagonists in their own development and forging the curriculum through concrete activities (curriculum in action) that go beyond the prescribed curriculum. As a fundamental part of this process,a project was developed by students and professors of the Chemical Engineering course, where the Project-Based Learning methodology was applied. During the traditional curriculum course "Operations and Processes Laboratory", students were able to work with the curriculum in action throughfour main activities that required the application of technical knowledge linked to communication skills and problem solving, adaptation to reality, proactivity and analytical ability. The development of competences and skills by the students was analyzed based on the reports they presented as a result of their group projects and summarized in a matrix of general engineering competences, based on the Brazilian National Curriculum Guidelines. Through this matrix it was possible to conclude that the students solved the real problem situations using the technical knowledge learned at the University, while taking into account the relevant economic, environmental and social aspects. They defined the theme of their work, goals and the methodology to be developed with complete autonomy. They exercised creativity and used multidisciplinary skills to seek solutions and adapt resources, acquiring equipment and supplies, developing and building adaptively, while utilizing the tools at their disposal. They exercised the analytical capacity to elucidate the results and present improvements and also introduced digital technologies to facilitate communication and other processes.As práticas curriculares formais do ensino de engenharia vem sendo repensadas no intuito de atender a demanda crescente pelo desenvolvimento de competências e novas habilidades multidisciplinares dos alunos, tornando-os protagonistas pelo próprio desenvolvimento e forjando o currículo em ação, que vai além do currículo prescrito. Nesse sentido, um projeto foi desenvolvido por discentes e docentes do curso de Engenharia Química, cuja metodologia Aprendizagem Baseada em Projetos foi aplicada. Durante a disciplina curricular “Laboratório de Operações e Processos” os alunos puderam trabalhar com o currículo em ação a partir de quarto atividades principais que fizessem necessárias a aplicação do conhecimento técnico atrelado a habilidade de comunicação e resolução de problemas, adaptação a realidade, proatividade e capacidade analítica. O desenvolvimento de competências e habilidades pelos estudantes foi analisado a partir dos relatórios apresentados por eles como resultado de seus projetos em grupo e sumarizados em uma matriz de competências gerais do engenheiro, baseada nas Diretrizes Curriculares Nacionais brasileiras. Por meio dessa matriz foi possível concluir que os alunos resolveram as situações-problema reais utilizando o conhecimento técnico aprendido na Universidade, considerando os aspectos econômicos, ambientais e sociais. Definiram o tema de seus trabalhos, metas e a metodologia a ser desenvolvida com total autonomia. Utilizaram a criatividade e a multidisciplinaridade para buscar soluções e adaptar os recursos, adquirindo equipamentos e insumos, construindo e adaptando com as ferramentas que estavam à disposição. Exerceram a capacidade analítica para elucidar os resultados e apresentar melhoria se também inseriram as tecnologias digitais para facilitar a comunicação e processos.engUniversidade Federal de Minas GeraisUFMGBrasilENG - DEPARTAMENTO DE ENGENHARIA QUÍMICAPROGRAD - PRO-REITORIA DE GRADUACAOResearch, Society and DevelopmentEngenharia - Estudo e ensinoEngenharia químicaEngenheiros - FormaçãoAprendizagem por atividadesProfessional skillsProject-based learning methodologyKraft processFilter prototypePedagogical strategies for chemical engineering courses: skills development through project-based learning (PBL)Estratégias pedagógicas para os cursos de engenharia química: desenvolvimento de competências por meio da aprendizagem baseada em projetos (ABP)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://rsdjournal.org/index.php/rsd/article/view/15545Fernanda Ribeiro dos SantosIdalmo Montenegro de OliveiraLuiz Carlos SantosRafaela Esteves Godinho LealMarcelo Cardosoapplication/pdfinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGLICENSELicense.txtLicense.txttext/plain; charset=utf-82042https://repositorio.ufmg.br/bitstream/1843/52282/1/License.txtfa505098d172de0bc8864fc1287ffe22MD51ORIGINALPedagogical strategies for Chemical Engineering courses Skills development through Project-based learning (PBL).pdfPedagogical strategies for Chemical Engineering courses Skills development through Project-based learning (PBL).pdfapplication/pdf507696https://repositorio.ufmg.br/bitstream/1843/52282/2/Pedagogical%20strategies%20for%20Chemical%20Engineering%20courses%20Skills%20development%20through%20Project-based%20learning%20%28PBL%29.pdf3a1719576a9b4634234ecbbf13e862b5MD521843/522822023-04-19 17:00:30.161oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2023-04-19T20:00:30Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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