Registro fonte: Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking

Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking

This research aims to identify the Active Methodologies (MA) of teaching used in the engineering courses of the World-Class Universities (WCU) classified among the 15 best in the Teaching indicator of the Times Higher Education World Universities (THE-WU) ranking, in the period of 2011 to 2020. For...

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Autor principal:	Cordeiro, Luiz Gustavo
Formato:	Dissertação
Idioma:	Português
Publicado em:	Universidade Tecnológica Federal do Paraná 2021
Assuntos:	Aprendizagem ativa Ensino - Metodologia Ensino superior - Administração Universidades e faculdades - Avaliação Active learning Teaching - Methodology Education, Higher - Administration Universities and colleges - Evaluation CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO Engenharia/Tecnologia/Gestão
Acesso em linha:	http://repositorio.utfpr.edu.br/jspui/handle/1/25091
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spelling	riut-1-250912021-06-03T06:11:42Z Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking Active learning methodologies applied to engineering at World-Class Universities classified in Times Higher Education World University Ranking Cordeiro, Luiz Gustavo Picinin, Claudia Tania https://orcid.org/0000-0003-4844-3516 http://lattes.cnpq.br/2723518409363520 Helmann, Caroline Lievore Helmann https://orcid.org/0000-0003-2448-089X http://lattes.cnpq.br/5710163687826723 Picinin, Claudia Tania https://orcid.org/0000-0003-4844-3516 http://lattes.cnpq.br/2723518409363520 Francisco, Antonio Carlos de https://orcid.org/0000-0003-0401-4445 http://lattes.cnpq.br/6457056051910603 Cantorani, José Roberto Herrera https://orcid.org/0000-0003-1792-0383 http://lattes.cnpq.br/0674726819843483 Resende, Luis Mauricio Martins de http://orcid.org/0000-0003-4151-0843 http://lattes.cnpq.br/5368459603526305 Aprendizagem ativa Ensino - Metodologia Ensino superior - Administração Universidades e faculdades - Avaliação Active learning Teaching - Methodology Education, Higher - Administration Universities and colleges - Evaluation CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO Engenharia/Tecnologia/Gestão This research aims to identify the Active Methodologies (MA) of teaching used in the engineering courses of the World-Class Universities (WCU) classified among the 15 best in the Teaching indicator of the Times Higher Education World Universities (THE-WU) ranking, in the period of 2011 to 2020. For this it was necessary to first identify in the literature the main references and concepts referring to what defines WCU, using the theories proposed by Deetz (1996) on discourse analysis through the contrasting dimensions of the representational practices' metatheory, which divides the theoretical bases of the authors according to the origin of their problems and the objective of their study. In a second step, in order to establish the sample for data collection, the 15 best WCU classified in the THE-WU ranking were identified in the period between 2011 and 2020, in the specific teaching indicator, analyzing the ten editions of the rankings regarding oscillation and overall average of WCU ratings. Then, the MAs used in engineering programs in the last five years were identified in the literature through a systematic literature review. Once these steps were met, the research searched the institutional teaching menus and pages of the 15 selected WCU, in order to identify the application of active methodologies, either implicitly or explicitly, then classifying them according to their incidence. The research showed the application of MA in all the selected WCU, there was also a low disparity between the MA evidenced in the literature review and in the WCU documents, except for the “Design Thinking” methodology, which was evidenced in practice, but not in theory. And the MA “Flexible Classroom” that was evidenced during the systematic literature review, but not during the documentary analysis. It was also possible to identify the concomitant application of different MAs, analyzing the number of other MAs that each one relates to and the frequency that such relationship occurs. It was also noticed through the analyses, a series of standards of the application of the MA as the “Learning by Doing” methodology has greater application in laboratory classes; "Collaborative Teaching" and "Project-Based Learning" are commonly applied in classes that involve prototyping and design; “Inverted Classroom” applies to classes that involve knowledge of the humanities or ethics; “Community of Practices” relates to courses that involve studies of sustainability, society and development; “Problem-Based Learning” is applied in introductory and analytical disciplines and “Role-playing” is usually applied in disciplines that instigate creativity. Finally, the main Active Methodologies were identified according to the research objective, respectively, Project-Based Learning, Hybrid Teaching, Learning by Doing, Collaborative Teaching, Problem-Based Learning, E-learning, the Classroom inverted, Design Thinking, Gamification, Roleplaying and Communities of Practice. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Esta pesquisa tem como objetivo identificar as Metodologias Ativas (MA) de ensino utilizadas nos cursos de engenharias das World-Class Universities (WCU) classificadas entre as 15 melhores no indicador Ensino do ranking Times Higher Education World Universities (THE-WU), no período de 2011 a 2020. Para tal se fez necessário primeiramente identificar na literatura as principais referências e conceitos referentes a o que define WCU, utilizando das teorias propostas por Deetz (1996) sobre a análise do discurso através das dimensões contrastantes da metateoria das práticas representacionais, que divide as bases teóricas dos autores de acordo com origem de sua problemática e objetivo de seu estudo. Em um segundo momento, a fim de estabelecer a amostra para coleta de dados, foram identificadas as 15 WCU melhores classificadas no ranking THE-WU no período entre 2011 a 2020, no indicador específico de ensino, analisando as dez edições dos rankings quanto a oscilação e média geral de classificações das WCU. Então, foram identificadas na literatura as MA usadas em programas de engenharias nos últimos cinco anos através de uma revisão sistemática de literatura. Uma vez atendidas estas etapas, a pesquisa buscou as ementas e paginas institucionais de ensino das 15 WCU selecionadas, a fim de identificar a aplicação das metodologias ativas, seja de forma implícita ou de forma explicita, classificando-as então de acordo com sua incidência. A pesquisa evidenciou a aplicação de MA em todas as WCU selecionadas, também houve baixa disparidade entre as MA evidenciadas na revisão de literatura e nos documentos das WCU, com exceção da metodologia “Design Thinking”, que foi evidenciado em prática, porém não em teoria e a MA “Sala de Aula Flexível” que foi videnciada durante a revisão sistemática de literatura, porém não durante a análise documental. Também foi possível identificar a aplicação concomitante de diferentes MA, analisando a quantidade de outras MA que cada uma se relaciona e a frequência que tal relação ocorre. Notou-se também através das análises uma serie de padrões da aplicação das MA como a metodologia “Aprender Fazendo” possui maior aplicação em aulas laboratoriais; “Ensino Colaborativo” e “Aprendizagem Baseada em Projetos” são comumente aplicas em aulas que envolvem prototipação e design; “Sala de Aula Invertida” se aplica em aulas que envolvem conhecimentos das ciências humanas ou sobre ética; “Comunidade de Práticas” se relaciona com cursos que envolvem estudos de sustentabilidade, sociedade e desenvolvimento; “Aprendizagem Baseada em Problemas” é aplicado em disciplinas introdutórias e de análise e o “Role-playing” costuma ser aplicada em disciplinas que instiguem a criatividade. Por fim foram identificadas como principais Metodologias Ativas de acordo com o objetivo de pesquisa, respectivamente a Aprendizagem Baseada em Projetos, o Ensino Híbrido, o Aprender Fazendo, o Ensino Colaborativo, o Aprendizagem Baseada em Problemas, o E-learning, a Sala de aula invertida, o Design Thinking, a Gamificação, o Role-playing e as Comunidades de Práticas. 2021-06-02T17:27:16Z 2021-06-02T17:27:16Z 2021-02-23 masterThesis CORDEIRO, Luiz Gustavo. Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking. 2021. Dissertação (Mestrado em Engenharia de Produção) - Universidade Tecnológica Federal do Paraná, Ponta Grossa, 2021. http://repositorio.utfpr.edu.br/jspui/handle/1/25091 por openAccess http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf Universidade Tecnológica Federal do Paraná Ponta Grossa Brasil Programa de Pós-Graduação em Engenharia de Produção UTFPR
institution	Universidade Tecnológica Federal do Paraná
collection	RIUT
language	Português
topic	Aprendizagem ativa Ensino - Metodologia Ensino superior - Administração Universidades e faculdades - Avaliação Active learning Teaching - Methodology Education, Higher - Administration Universities and colleges - Evaluation CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO Engenharia/Tecnologia/Gestão
spellingShingle	Aprendizagem ativa Ensino - Metodologia Ensino superior - Administração Universidades e faculdades - Avaliação Active learning Teaching - Methodology Education, Higher - Administration Universities and colleges - Evaluation CNPQ::ENGENHARIAS::ENGENHARIA DE PRODUCAO Engenharia/Tecnologia/Gestão Cordeiro, Luiz Gustavo Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking
description	This research aims to identify the Active Methodologies (MA) of teaching used in the engineering courses of the World-Class Universities (WCU) classified among the 15 best in the Teaching indicator of the Times Higher Education World Universities (THE-WU) ranking, in the period of 2011 to 2020. For this it was necessary to first identify in the literature the main references and concepts referring to what defines WCU, using the theories proposed by Deetz (1996) on discourse analysis through the contrasting dimensions of the representational practices' metatheory, which divides the theoretical bases of the authors according to the origin of their problems and the objective of their study. In a second step, in order to establish the sample for data collection, the 15 best WCU classified in the THE-WU ranking were identified in the period between 2011 and 2020, in the specific teaching indicator, analyzing the ten editions of the rankings regarding oscillation and overall average of WCU ratings. Then, the MAs used in engineering programs in the last five years were identified in the literature through a systematic literature review. Once these steps were met, the research searched the institutional teaching menus and pages of the 15 selected WCU, in order to identify the application of active methodologies, either implicitly or explicitly, then classifying them according to their incidence. The research showed the application of MA in all the selected WCU, there was also a low disparity between the MA evidenced in the literature review and in the WCU documents, except for the “Design Thinking” methodology, which was evidenced in practice, but not in theory. And the MA “Flexible Classroom” that was evidenced during the systematic literature review, but not during the documentary analysis. It was also possible to identify the concomitant application of different MAs, analyzing the number of other MAs that each one relates to and the frequency that such relationship occurs. It was also noticed through the analyses, a series of standards of the application of the MA as the “Learning by Doing” methodology has greater application in laboratory classes; "Collaborative Teaching" and "Project-Based Learning" are commonly applied in classes that involve prototyping and design; “Inverted Classroom” applies to classes that involve knowledge of the humanities or ethics; “Community of Practices” relates to courses that involve studies of sustainability, society and development; “Problem-Based Learning” is applied in introductory and analytical disciplines and “Role-playing” is usually applied in disciplines that instigate creativity. Finally, the main Active Methodologies were identified according to the research objective, respectively, Project-Based Learning, Hybrid Teaching, Learning by Doing, Collaborative Teaching, Problem-Based Learning, E-learning, the Classroom inverted, Design Thinking, Gamification, Roleplaying and Communities of Practice.
format	Dissertação
author	Cordeiro, Luiz Gustavo
author_sort	Cordeiro, Luiz Gustavo
title	Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking
title_short	Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking
title_full	Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking
title_fullStr	Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking
title_full_unstemmed	Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking
title_sort	metodologias ativas de ensino aplicadas às engenharias nas world-class universities classificadas no times higher education world university ranking
publisher	Universidade Tecnológica Federal do Paraná
publishDate	2021
citation	CORDEIRO, Luiz Gustavo. Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking. 2021. Dissertação (Mestrado em Engenharia de Produção) - Universidade Tecnológica Federal do Paraná, Ponta Grossa, 2021.
url	http://repositorio.utfpr.edu.br/jspui/handle/1/25091
_version_	1805301055708200960
score	10,814766

Metodologias ativas de ensino aplicadas às engenharias nas World-Class Universities classificadas no Times Higher Education World University Ranking

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