Banca de DEFESA: VITOR MARTINS MEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : VITOR MARTINS MEIRA
DATA : 24/08/2022
HORA: 14:30
LOCAL: por participação remota. link: https://us04web.zoom.us/j/76928810635?pwd=Z1U2ecesP73l4BX8iw_D3NIbsybwet.1
TÍTULO:

PROBLEM-BASED LEARNING FOR SOFT SKILLS DEVELOPMENT AND TEACHING CHALLENGES: A STUDY IN PRODUCTION ENGINEERING COURSES IN BRAZIL

PÁGINAS: 181
GRANDE ÁREA: Engenharias
ÁREA: Engenharia de Produção
SUBÁREA: Gerência de Produção
ESPECIALIDADE: Planejamento, Projeto e Controle de Sistemas de Produção
RESUMO:

Problem-Based Learning has been adopted in engineering teaching due to its potential to foster professional knowledge and employability of students. This teaching method has the potential to develop skills such as creativity, communication, teamwork and problem solving, known as Soft Skills. The transformations in the labor market due to the outbreak of digital technologies such as Artificial Intelligence, Big Data and Robotics, among others increased the demand for professionals with the so-called Soft Skills. Digital transformation of companies changes their value chain, creating new business models and new work functions that require individuals to have the ability to continuously learn. In this context of digital transformation, the teaching method called Problem Based Learning (PBL) is seen as an alternative that enables engineering students to meet the needs of the job market in the digital age. However, the plurality of formats, the pluralities of application formats of this method as well as its implementation challenges are not yet definitively documented in the academic literature. In this context, this research sought to describe how the implementation of the PBL occurs in production engineering courses, identifying whether the pedagogical objectives of the adored teachers seek the development of Soft Skills by the students. To meet these objectives, quantitative descriptive research was conducted and applied in Brazilian Universities with professors of undergraduate courses in Production Engineering. The results showed that the Problem-Based Learning method is implemented mostly individually by teachers, with implementation challenges related to the lack of institutional support and facilitation resources. In addition, it was possible to conclude that despite this scenario, there is interest on the part of teachers in developing Soft Skills in their students. Regarding the teaching profile, the data showed that the type of university (particularly the private University) and the previous experience with the PBL cause the professor to take the PBL more appropriately, following the concepts recommended by the literature, developing more partnerships with other professors and companies

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 2327844 - SILVIA NOVAES ZILBER TURRI
Membro Titular - Examinador(a) Interno ao Programa - 1842803 - PATRICIA BELFIORE FAVERO
Membro Titular - Examinador(a) Externo à Instituição - CLAUDIA BRITO SILVA CIRANI
Membro Suplente - Examinador(a) Interno ao Programa - 2403225 - UGO IBUSUKI
Membro Suplente - Examinador(a) Externo ao Programa - 2334156 - PATRICIA MORILHA MURITIBA