A adoção do BIM no ensino de Engenharia Civil e Arquitetura e Urbanismo em instituições de ensino superior do Ceará

Abstract

In view of technological advances and innovation in the Architecture, Engineering, Construction and Operation Industry (AECO), BIM (Building Information Modeling) present itself as a methodology capable to collaborate to fill maket demands and to improve the processo of teaching-learning in undergraduate courses related to the sector. With the need for increased productivity, greater speed in the execution of more sustainable services and construction, BIM usage becomes an ally to achieve these objectives. With demands for trained professionals, it is up to universities to reformulate their curriculum to promote the implementation of BIM in their undergraduate courses. In view of this problem, the present study aimed to describe how the adoption of BIM is occurring in Higher Education Institutions (HEIs) in the state of Ceará in undergraduate courses in Civil Engineering, Architecture and Urbanism. To achieve this objective, a case study was carried out in three undergraduate courses in HEIs in the state that already used BIM in their teaching processes, adopting as a data collection strategy semi-structured interviews with representatives of the courses, application of questionnaires to teachers who used BIM in its disciplines and document collection. It was found that BIM was implemented in an institutionalized way in one of the courses. In the other two, the adoption is occurring in a timely manner in some disciplines, but discussions about the systematization of the implementation of the methodology are already underway. BIM is being used in the courses, mainly, as a project tool, but there are reports of its use as a teaching tool. It was possible to identify the main advantages perceived with the adoption of BIM, among which stand out the improvement of the quality of projects and a better understanding of the contents on the part of the students. The lack of trained teachers was identified as the main barrier to the adoption of BIM in courses. Institutional efforts were identified as training plans and incentives to overcome this barrier. Thus, it can be concluded that the adoption of BIM has taken place in undergraduate courses in HEIs in the state of Ceará, although still in a non-institutionalized way, in most cases. In this sense, this study provided the sharing of positive experiences related to the adoption of BIM in the academy, contributing to the generation of evidence about what is being developed in the current scenario and to the dissemination of information that can serve as a reference for other courses.