Ambientes tecno-pedagógicos para o desenvolvimento de competências transversais para a inovação em engenharia.

Muito se fala na crescente velocidade de inovações tecnológicas que se apresenta ao mundo e que vai se acelerando. Antes, gerações se passavam para termos uma evolução tecnológica. Hoje, uma mesma geração presencia vários saltos tecnológicos. Neste contexto de inovações frequentes, surge a preocupação sobre como formar um profissional responsável, ético e que consiga acompanhar e ser protagonista de tais mudanças. O trabalho desenvolvido nesta tese busca colaborar na discussão sobre a formação do engenheiro, com foco na engenharia elétrica e de computação, revisitando as definições de conceitos como educação em engenharia, aprendizagem ativa, inovação, Design Thinking e competências transversais, e definindo, como contribuição de pesquisa, os conceitos de tecno-pedagogia e ambientes tecno-pedagógicos, como pressuposto de convergência de estruturas tecnológicas, estratégias pedagógicas e métodos de avaliação em aprendizagem ativa para a inovação. Apresenta um método para identificar e quantificar o grau de ênfase das competências transversais para a inovação a partir da demanda de mercado para engenheiros eletricistas e da computação; e um método de observação, coleta e análise de dados sobre o desenvolvimento de competências transversais na participação em duas experiências de aula: na disciplina global ME310 da Universidade de Stanford; e na disciplina 030-3410 da Escola Politécnica da Universidade de São Paulo. Com isso, foi possível elaborar um método para auxiliar no planejamento de disciplinas e cursos com foco em inovação, identificando as competências transversais que devem ser incentivadas e relacionando tais competências com estratégias de ensino e aprendizagem e sugerindo a estrutura tecnológica e método de avaliação a serem adotados.

Sobre a evasão estudantil na Escola Politécnica da Universidade de São Paulo: identificação e possíveis causas.

A evasão estudantil afeta as universidades, privadas e públicas, no Brasil, trazendo-lhes prejuízos financeiros proporcionais à incidência, respectivamente, de 12% e de 26% no âmbito nacional e de 23% na Universidade de São Paulo (USP), razão pela qual se deve compreender as variáveis que governam o comportamento. Neste contexto, a pesquisa apresenta os prejuízos causados pela evasão e a importância de pesquisá-la na Escola Politécnica da USP (EPUSP): seção 1, desenvolve revisão bibliográfica sobre as causas da evasão (seção 2) e propõe métodos para obter as taxas de evasão a partir dos bancos de dados do Governo Federal e da USP (seção 3). Os resultados estão na seção 4. Para inferir sobre as causas da evasão na EPUSP, analisaram-se bancos de dados que, descritos e tratados na seção 5.1, contêm informações (P. Ex.: tipo de ingresso e egresso, tempo de permanência e histórico escolar) de 16.664 alunos ingressantes entre 1.970 e 2.000, bem como se propuseram modelos estatísticos e se detalharam os conceitos dos testes de hipóteses 2 e t-student (seção 5.2) utilizados na pesquisa. As estatísticas descritivas mostram que a EPUSP sofre 15% de evasão (com maior incidência no 2º ano: 24,65%), que os evadidos permanecem matriculados por 3,8 anos, que a probabilidade de evadir cresce após 6º ano e que as álgebras e os cálculos são disciplinas reprovadoras no 1º ano (seção 5.3). As estatísticas inferenciais demonstraram relação entre a evasão - modo de ingresso na EPUSP e evasão - reprovação nas disciplinas do 1º ano da EPUSP, resultados que, combinados com as estatísticas descritivas, permitiram apontar o déficit vocacional, a falta de persistência, a falta de ambientação à EPUSP e as deficiências na formação predecessora como variáveis responsáveis pela evasão (seção 5.4).

Sobre el método de la composición arquitectónica

El cometido específico de la composición arquitectónica podría describirse como pensar la arquitectura y asomarse al mundo. Consiste en enfrentar al alumno con la arquitectura, para que llegue a comprenderse mejor a sí mismo, en tanto que arquitecto. La composición arquitectónica es la síntesis que precede al proyecto, la composición proveerá siempre varias soluciones posibles; mientras que todo proyecto es una toma de decisión, la composición solo sugiere. Sentado el objetivo de la composición y su relación con el proyecto, en el presente artículo expondremos los métodos para la transmisión de ese conocimiento en la asignatura del cuarto curso del grado en Arquitectura de la Escuela Politécnica Superior de la Universidad de Alicante, España.

Workshops in “Construction of Structures I”: A new teaching methodology in the Building Engineering Degree

Both the current economic situation in the construction sector and the continuous normative changes in the building area imply the use of new methodologies to enhance students’ competences in the degree of Building Engineer. The aim of this paper is to present, analyse and discuss the development of constructive workshops as a new teaching methodology used in the subject of Construction of Structures I at the University of Alicante to complement the constructive and technical knowledge acquired by our students and to enhance their communicative and representation skills essential for their professional practice in the future. The used methodology is based on the development of three-dimensional construction details (in groups of 3 or 4 students) to be shown in two A1-pannels exposed in the corridors of the Polytechnic School. Thus, students’ work approaches constructive problems in a global way by discussing simultaneously with teachers and other groups about the most suitable solution on each case. This contribution has multiperspective results and improves criticism of students in different areas, encouraging new learning strategies and active participation. What is more, on-line information and web applications have been used to prepare and organize this kind of workshops, allowing students to use new technologies as a complementary learning methodology. In conclusion, the use of these new workshops in the Degree of Building Engineer stimulates an interactive class versus a traditional lecture where the participative groups´ attitude and the development of oral presentations dissolve the traditional boundaries regarding public communication skills of the students in the Degree.

A entrada na creche e as primeiras interações entre crianças : contributos do educador de infância para uma sociabilidade prazerosa

O presente relatório, no âmbito do Mestrado em Educação Pré-Escolar realizado na Escola Superior de Educação do Instituto Politécnico de Santarém, está dividido em três partes. A primeira parte é dedicada aos estágios em dois contextos, o de Creche e o de Jardim-de-Infância e refere-se aos trabalhos e projetos desenvolvidos, ao percurso profissional, aprendizagens realizadas, dificuldades sentidas e reflexões que daí decorreram. A segunda parte refere-se à componente investigativa “A entrada na Creche e as primeiras interações entre crianças: contributos do educador de infância para uma sociabilidade prazerosa”, apresentando um estudo sobre as interações infantis aquando da entrada na creche e sobre a importância que o educador tem neste processo, favorecendo momentos de interações positivas e mediando os problemas que vão surgindo. O estudo realizado é de natureza qualitativa, centrando-se em observações feitas em creche e na reflexão e discussão assentes nessas observações. A terceira parte, considerações finais, sintetiza o percurso realizado e o seu contributo para o desenvolvimento e crescimento pessoal e profissional.

Henrique Novaes: técnica, território e cidade em uma trajetória profissional: Brasil, primeira metade do século XX

The career of civil engineer Henrique de Novaes, a remarkable figure in the academic, technical and political fields, demonstrates its extensive and relevant work across Brazil in the first half of the twentieth century. It covered from the design of water supply and sewage works, road and rail transport networks, works against drought in the Northeast, hydroelectric and harbor facilities to the urbanization planning and architectural projects, which displays a systematic and multiple production. City and territory conformed to his fields of verification, practical and above all, transformation. The search for understanding of the inclusion of a social actor in this process thus contributes to the specific analysis of the doings of Henrique de Novaes, who graduated at Polytechnic School of Rio de Janeiro in 1906. From a polymorphic activity in different scales, one tries to figure how, through academic education or professional practice, urban history in Brazil can be told or built. The introduction of technological innovations matched the purposes of planning and urban sprawl, as well as met the specifications of regulation and institutionalization of public infrastructure services at the time. The overall plans proposed by the engineer thought of the city as a whole, interconnected to the structural networks. At the same time, the knowledge of a larger physical scale the territory bounces back in the urban in a relationship of reciprocity and completeness. The objective research, therefore, tries to understand the roles played by Henrique de Novaes s works and academic education in the accomplishment of systematic modernization of Brazilian urban space and territory, recovering a little known historical figure by current historiography. It is proposed, as methodological axis, that the study of this professional career configures itself as an essential element for understanding the idea of progress embodied in the technical studies and proposals for improvements and sanitation nationwide in the first half of the twentieth century . The primary sources for the construction of this analysis were technical articles in journals of the period ( Clube de Engenharia , Viação e Revista Brasileira de Engenharia ), and technical reports, government messages, newspaper articles published at the time, autobiographical reports and the engineer s verbal communications with relatives. The work is structured in three chapters: "Biographical traces, academic education and 'technical and political' activities" illustrates the initiation into the technical, public and political environment; Chapter 2, "Technique and territory" outlines his network understanding through sanitation and transport services; Chapter 3 "Technique and City" describes the influence of polytechnics knowledge on the propositions of modernization of cities; Finally, "Final Thoughts: An Evaluation," presents an overview of the affiliations and practice of an engineer in the different scales, and its contribution to the modernization of Brazilian urban and territorial space

Desenvolvimento do balanced scorecard na Escola Superior de Tecnologia e Gestão de Águeda da Universidade de Aveiro

O Balanced Scorecard (BSC) é uma ferramenta de avaliação e gestão de desempenho e de gestão estratégica, que tem como objetivo auxiliar a gestão das organizações. O objetivo principal do presente trabalho foi propor um BSC para uma escola superior politécnica pública, com o propósito de proporcionar à gestão da instituição uma ferramenta que permita melhorar o desempenho organizacional. O estudo foi realizado na Escola Superior de Tecnologia e Gestão de Águeda (ESTGA-UA), uma escola politécnica integrada na Universidade de Aveiro, uma instituição de ensino superior pública. O BSC foi desenvolvido recorrendo à análise documental de documentos internos e de legislação e a entrevistas semiestruturadas efetuadas ao Diretor da ESTGA-UA, aos diretores de curso, a funcionários não docentes e a estudantes. Foi igualmente utilizada a observação participante. Dada a pertinência desta ferramenta no auxílio à melhoria do desempenho e à gestão organizacional, sugere-se a implementação do BSC proposto na ESTGA-UA.

Prática de ensino supervisionada em ensino de Educação Musical no Ensino Básico

Este trabalho consiste no relato de experiências ensino-aprendizagem realizadas ao longo da Unidade Curricular de Prática do Ensino Supervisionada, do mestrado em Ensino da Educação Musical no Ensino Básico, na Escola Superior de Educação do Instituto Politécnico de Bragança. Dividido por duas partes, no sentido de delinear uma correlação direta entre o pressuposto teórico e a sua materialização prática, tem como objetivo a demonstração de competências pedagógico-profissionais adquiridas e desenvolvidas nos 1.º, 2.º e 3.º ciclos do referido nível formativo, reconhecendo o processo de ensino aos discentes e a produção musical dos mesmos, bem como valorizando os preceitos utilizados nos três ciclos de ensino básico. Das experiências de ensino-aprendizagem procedeu-se a uma análise crítica que poderá suscitar interesse de investigadores e futuros mestrandos na área Educação Musical.

Henrique Novaes: técnica, território e cidade em uma trajetória profissional: Brasil, primeira metade do século XX

The career of civil engineer Henrique de Novaes, a remarkable figure in the academic, technical and political fields, demonstrates its extensive and relevant work across Brazil in the first half of the twentieth century. It covered from the design of water supply and sewage works, road and rail transport networks, works against drought in the Northeast, hydroelectric and harbor facilities to the urbanization planning and architectural projects, which displays a systematic and multiple production. City and territory conformed to his fields of verification, practical and above all, transformation. The search for understanding of the inclusion of a social actor in this process thus contributes to the specific analysis of the doings of Henrique de Novaes, who graduated at Polytechnic School of Rio de Janeiro in 1906. From a polymorphic activity in different scales, one tries to figure how, through academic education or professional practice, urban history in Brazil can be told or built. The introduction of technological innovations matched the purposes of planning and urban sprawl, as well as met the specifications of regulation and institutionalization of public infrastructure services at the time. The overall plans proposed by the engineer thought of the city as a whole, interconnected to the structural networks. At the same time, the knowledge of a larger physical scale the territory bounces back in the urban in a relationship of reciprocity and completeness. The objective research, therefore, tries to understand the roles played by Henrique de Novaes s works and academic education in the accomplishment of systematic modernization of Brazilian urban space and territory, recovering a little known historical figure by current historiography. It is proposed, as methodological axis, that the study of this professional career configures itself as an essential element for understanding the idea of progress embodied in the technical studies and proposals for improvements and sanitation nationwide in the first half of the twentieth century . The primary sources for the construction of this analysis were technical articles in journals of the period ( Clube de Engenharia , Viação e Revista Brasileira de Engenharia ), and technical reports, government messages, newspaper articles published at the time, autobiographical reports and the engineer s verbal communications with relatives. The work is structured in three chapters: "Biographical traces, academic education and 'technical and political' activities" illustrates the initiation into the technical, public and political environment; Chapter 2, "Technique and territory" outlines his network understanding through sanitation and transport services; Chapter 3 "Technique and City" describes the influence of polytechnics knowledge on the propositions of modernization of cities; Finally, "Final Thoughts: An Evaluation," presents an overview of the affiliations and practice of an engineer in the different scales, and its contribution to the modernization of Brazilian urban and territorial space

Intercâmbio de experiências e levantamento de demandas ergonômicas em unidades de beneficiamento de frutos do cerrado, mandioca e café em comunidades do Norte de Minas Gerais.

Este relato descreve a experiência realizada por meio de uma parceria entre o Projeto Rio Pardo, da Embrapa Cerrados e a Escola Politécnica/USP, visando inserir a questão do trabalho agrícola familiar nas ações desenvolvidas junto aos agricultores de três comunidades de Rio Pardo de Minas/MG, produtoras de frutos do cerrado, goma/farinha de mandioca e café sombreado. O objetivo foi levantar possíveis demandas ergonômicas existentes nestas unidades de produção, que estão implantando agroindústrias familiares para realizar o beneficiamento da produção. As demandas relacionam-se a problemas com a produção, a organização do trabalho e a saúde dos trabalhadores. Percebe-se a coexistência do saber tradicional, transmitido entre gerações, com a inovação em termos de maquinário e instalações. Há diversos arranjos produtivos presentes, fruto da criatividade e sabedoria aplicada dos agricultores. Estas inovações podem ser o embrião de projetos futuros de novos maquinários e arranjos produtivos. Trata-se de fazer comunicar dois saberes, dos projetistas e dos usuários, contribuindo para que estes últimos possam ser empoderados no papel de criadores de inovações, contribuindo para a incorporação de aspectos ergonômicos na evolução dos equipamentos e instalações. Abstract: This report describes the experience carried out through a partnership between Project ? Rio Pardo ?, Embrapa Cerrados/DF and the Polytechnic School of USP, in order to put the issue of family farm labor in the actions developed by farmers in three communities of Rio Pardo de Minas, north of Minas Gerais. The main products are fruits of the cerrado, cassava starch and manioc flour and shaded coffee. The initial goal was to raise possible these existing ergonomic demands of family farming units, which are in the process of implementation of family agri-industries to undertake the processing and beneficiation production. The ergonomic demands are related to production problems with the organization of work and the health of farm workers. In preliminary analyzes, it was possible to perceive the coexistence of traditional knowledge transmitted between generations, with innovation in terms of machinery and facilities. There are several productive arrangements, result of creativity and knowledge of farmers. These innovations, developed by who performs the work, may be the starting point for future designs of new machinery and productive arrangements. It could demonstrated the importance of communication between two knowledge, from the designers and from the users (farmers), contributing to the latter to be empowered in their role as creators of innovation and contributing to the incorporation of ergonomic aspects in the context of setting up their equipment.

Structuring and moodleing a course: case studies at the polytechnic of Porto - School of engineering

This work presents a comparative study covering four different courses lectured at the Polytechnic of Porto - School of Engineering, in respect to the usage of a particular Learning Management System, i.e. Moodle, and its impact on students' results. Even though positive correlation factors exist, e.g. between the number of Moodle accesses versus the final exam grade obtained by each student, the explanation behind it may not be straightforward. Mapping this particular factor to course numbers reveals that the quality of the resources might be preponderant and not only their quantity. This paper also addresses teachers who used this platform as a complement to their courses (b-learning) and identifies some particular issues they should be aware in order to potentiate students' engagement and learning.

Self-medication on the students of the school of health from Polytechnic Institute of Bragança

The self-medicatíon is a phenomenon more and more frequent and used for several years already, and tts incidence and dlstribution are related wtth the organizatíon and health system of each country. Following Medeiros thoughts (2011), this practíce conststs in the consumptíon of a medicine with the purpose of treating or relieving the symptoms and diseases or even promote self health, without using a professional prescription. Methods: With thts study, we intend to find the self-medication practice incidence on the students in the School of Health of Polytechnic Institute of Bragança (ESSa), identify the motives that lead these students to resort to this methods and identify the most used medicatíons. lt's a transversal descriptive, observational and quantítative study. To obtain the best results it was applied a questíonnaire built for that purpose. The statístícs analyses was made using Excel program. Our sample hás 219 students of the School of Health from Polytechntc Instítute of Bragança. Results: The studied sample includes 194 female and 25 male students distributed as follows: 36 frequenting Biomedical Laboratory Sdences, 26 Dietetics and Nutrition, 99 Nursing, 33 Gerontology and 22 studying Pharmacy. The self-medicatíon prevalence was 98%. The most used medicines was the analgesics and antipyretics with 86%. The most prevalent reason for the use of self-medicatíon was the thought that the disease was a "minor health issue". It was also considered a risky practice by 77% of the students. Conclusions: The self-medication is an evident practíce on the ESSa students. This results reveal some contradiction stnce the most consider 1t as a risky practíce, however it is, stíll, practíced.

Tensions, transisitions and triumphs : examining the transitional experience of fashion students between school and university

Joining any new community involves transition and adaptation. Just as we learn to adapt to different cultures when we choose to live abroad, so students learn the language and culture of an academic community in order to succeed within that environment. At the same time however, students bring with them individual learning styles and expectations, influenced by their prior experiences of learning and of life more generally. Some have excelled at school; others have come to fashion seeking something in which to excel for the first time. Commencing a degree in fashion design brings students into contact with peers and lecturers who share their passion, providing them with a community of practice which can be both supportive and at the same time intimidating.----- In Queensland where university level study in fashion is such a new phenomenon, few applicants have any depth of training in design when they apply to study fashion. Unlike disciplines such as Dance or Visual Art, where lecturers can expect a good level of skill upon entry to a degree program, we have to look for the potential evidenced in an applicant’s portfolio, much of which is untutored work that they have generated themselves in preparation for application. This means that many first year fashion students at QUT whilst very passionate about the idea of fashion design are often very naïve about the practice of fashion design, with limited knowledge of the history or cultural context of fashion and few of the technical skills needed to translate their ideas into three dimensional products.----- For teachers engaging with first year students in the design studios, it is critical to be cognizant of this mix of different experiences, expectations and emotions in order to design curricula and assessment that stretch and engage students without unduly increasing their sense of frustration and anxiety. This paper examines a first year project designed to provide an introduction to design process and to learning within a creative discipline. The lessons learnt provide a valuable and transferable resource for lecturers in a variety of art and design disciplines.

Master in Innovative Tourism Development: a blended learning experience in the Polytechnic Institute of Viana do Castelo

This chapter analyses a Portuguese HEI’s first experience with blended learning. Focusing on the Master in Innovative Tourism Development currently being held at the Superior School of Technology and Management of the Polytechnic Institute of Viana do Castelo, it presents the institutional background and rationale behind the course’s implementation, identifying its strengths and weaknesses, as well as areas of potential development. Based on an evaluation research carried out throughout the course’s first three editions and that involved students, faculty and institutional leaders, it summarizes the main results of a long term-study, putting forth a set of recommendations for improvements and defining potential areas of intervention in future editions of the course.