Um estudo de caso sobre práticas pedagógicas, à luz da pedagogia waldorf, no curso de engenharia civil, em uma universidade pública federal em Mossoró/RN

Abstract

Oliveira et al. (2013) state that several engineering schools use the traditional teaching method, consisting only of a methodology based on the transmission of content in lectures. However, in the current period, the professional environment requires the engineer to have both technical knowledge and transversal skills, which must be developed during the graduation period, so that students can enter the profession with such skills, such as teamwork and oral and written communication. Sousa (2014) considers that when the student has skills and abilities, they guarantee the globality of behavior in the face of challenges, and are therefore able to mobilize what was learned in real situations. Studying innovative pedagogical practices in the teaching and learning process in the Civil Engineering course at a Federal Public University in Mossoró - RN in the light of Waldorf pedagogy is the main objective of this research. Theoretical studies on Waldorf pedagogy and Civil Engineering Education served as a conceptual approach to the case study in question. Mapping and systematic reading of publications on pedagogical practices were carried out, in the light of Waldorf Pedagogy, applied in the Civil Engineering course, at a Federal Public University in Mossoró - RN from 2017 to 2021. Another technique used was the Google form, applied in September 2021 to research subjects. The results of the study showed a good performance of the class beyond the technical knowledge to the activation of the sensitive. In the reports, most of the students surveyed consider that the methodologies used in the disciplines of Building Technology and Production Management in Construction contributed positively to engineering training, as they are specific subjects of the civil engineering course. One of the students even highlighted the search for more Freirean teaching methodologies, which would minimize banking education. It is observed that sixteen of the surveyed students benefited from unconventional pedagogical strategies. However, one of the students who responded to the survey stated that participation in this type of activity was indifferent. It is considered that even with a good acceptance of teaching and learning activities, we need to keep improving continuously