Tecnologias digitais associadas à Indústria 4.0 na formação profissional : um estudo de caso no CCET/UFS

• Autor(a) principal: Silva, Marcio Roque dos Santos da
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/10502
• topic: Administração; Ensino de adminstração; Formação profissional; Indústria 4.0; Revolução industrial; Tecnologias digitais; Centro de Ciências Exatas e Tecnologia; CCET; Universidade Federal de Sergipe; UFS; Vocational training; Industry 4.0; Industrial revolution; Digital technologies and teaching; CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA::PLANEJAMENTO EM CIENCIA E TECNOLOGIA

The conception of a fourth industrial revolution under the term Industry 4.0 is being spread worldwide, causing ruptures in the evolution of the productive systems, as occurred in the first industrial revolutions. The convergence of ubiquitous digital technologies such as the Internet of Things (IoT), Cyber-physical systems (CPS), Big Data and Additive Manufacturing in today's production systems create so-called "Intelligent Factories" where all stages of the value are interconnected, allowing real-time communication. In the industry scenario 4.0, machines acquire autonomy through the use of more powerful sensors and actuators that bring physical and virtual environments closer together, allowing tasks to be performed in a decentralized way, through self-organization, self-configuration and artificial intelligence. This process causes impacts in several sectors of society, such as the education system, specifically, in professional qualification in order to demand a new model of vocational education and training to meet the aspirations of the industrial economy. In this context, the main objective was to analyze how the digital technologies linked to Industry 4.0 can contribute to the improvement of the professional training from the point of view of faculty and students of the CCET/UFS. For that, a case study and bibliographic study was used under an exploratory and descriptive approach, applying questionnaires with teachers and students of the CCET/UFS. From the analysis of the data, it was verified that: the insertion of digital technologies in the professional formation brings contributions to the improvement of the professional training regarding the modernization of the education systems, through the adaptation of the school curricula and pedagogical projects of course, and the structuring of a space that simulates the environment that graduates will find in the labor market, in order to increase the productivity of the teaching-learning process, making classes more attractive and efficient by stimulating practical learning and the approximation of the theoretical-practice. The research also points to impacts – benefits and challenges – from the use of digital technologies in vocational training: although the challenges involved include factors such as the lack of investment for the acquisition of digital technologies and professional training, and the lack of available structure, digital technologies can bring many contributions regarding the improvement of teaching conditions, professional updating and development of essential skills and competences that assure the professional the adequate monitoring of market trends in the context of technological advances.