Uma estratégia pedagógica integradora no ensino da disciplina de Desenho para Engenharia da Universidade Federal do Ceará

Abstract

The discipline of Design for Engineering (DPE) is offered in the first year of the Engineering of the UFC Technology Center, along with Calculus. According to data from the National Industrial Confederation (CNI 2015) together with data from the Ministry of Education (MEC), in Brazil on average, more than half of the students entering the Civil Engineering course drop out, one of the main causes being the lack of practical application in the first Years of the course. To change this scenario, innovative teaching methodologies were presented as alternatives to the traditional teaching method, as well as to enable practical project experiments in the basic cycle. GeoGebra is a free software developed for teaching and learning and brings together geometry, algebra, graphs, tables, probability, and symbolic calculations in a single environment. Thus, this research seeks a pedagogical strategy, using the research action and procedures of the case study with students of Civil Engineering of the UFC of 2015 and 2016, where the students executed the practices of Descriptive Geometry with instrumental design and later with use of GeoGebra, in a collaborative and participatory way. With the different representations of 3D objects that interact with each other, the students were able to integrate knowledge of Calculus and Design more actively. Solids unnoticed in the graphite sketch were seen in different forms and in different artifacts. The results are presented in graphs, based on the analysis of the questionnaires made with the participants. Students' motivation, the best academic performance, can be seen, combining traditional and innovative content and methods with a focus on learning.