Aplicação das metodologias Building Information Modeling (BIM) e Aprendizagem Baseada em Problemas (ABP) no curso de graduação em Engenharia Civil/UFES: diagnóstico e recomendações

Abstract

The evolution of building information modeling (BIM) is increasingly interfering with the roles of construction professionals. For its implementation, it is necessary to review concepts and change not only the way of thinking about the creation of projects, but also the form and content to be transmitted to students of undergraduate courses in civil engineering. It is also necessary that students have a comprehensive training, in which the integration of different knowledge and the development of skills and attitudes occur, as well as the construction of specific technical knowledge on a given theme. In this way, the adoption of Problem-Based Learning (PBL) in engineering education is justified due to the necessity to integrate the large number of concepts and knowledge transmitted to students throughout the course, as well as the valuation of practical experiences. This work has the objective to identify the perception of students and teachers of the undergraduate course in civil engineering of the Federal University of Espírito Santo (UFES), regarding the possibility of including new methodologies such as BIM and Problem Based Learning (PBL) and propose recommendations for the implementation of new teaching-learning methodologies in the civil engineering course. To achieve the stated objectives, the literature review was conducted, focusing on new requirements of the labor market in AEC and how the integration of BIM and PBL in teaching methodologies can contribute to the development of the skills necessary for the civil engineering professional. A case study was developed in which questionnaires with students and interviews with the teachers of the course were elaborated and applied. Based on the theoretical basis and results obtained in the case study, recommendations are proposed for the implementation of new teaching-learning methodologies in the civil engineering program, taking into consideration that there is no single model to be followed by all institutions of undergraduate education, since they should be guided by the objectives and pedagogical projects of the courses in question, and may occur in different levels of depth.