Dinâmicas pedagógicas na engenharia de controle e automação no contexto da indústria 4.0

Abstract

The history of industrial revolutions reveals several significant changes that affect society, both professionally and educationally. Technologies related to the fourth industrial revolution, known as industry 4.0, are being used in devices that society uses in its daily life, such as smartphones, tablets, among others. In the Brazilian industrial scenario, equipment predominantly represents industry 2.0 and 3.0, requiring continuous technological advances. However, in the academic context of engineering courses, learning environments often do not have the proper renovation of equipment and infrastructure if the demands of Industry 4.0 are taken into account, so that pedagogical practices become outdated. Therefore, envisioning the emerging technological challenges, it is necessary to consider the possibilities and resources of industry 4.0 in pedagogical practices. In this sense, the present research aimed to build guidelines for the development of pedagogical dynamics in learning environments in Control and Automation Engineering, considering the demands of industry 4.0 and the concept of computer transposition. To this end, a theoretical body was prepared based on the scenario related to the evolution of the industry, highlighting the challenges and trends of professional training in the area of Engineering, articulating the theories of Papert and Vygotsky, and the concepts of informatics transposition and computational thinking. Afterwards, a case study was developed, consisting of a workshop, with the purpose of promoting the pedagogical dynamics, from which the research data emerged. The workshop was conceived, associating the concepts of the theoretical framework, focusing on learning PLC programming using the Ladder language associated with 3D simulation technology (one of the pillars of Industry 4.0). Subsequently, the analysis of the research data was carried out, considering aspects of discursive textual analysis and analytical aspects relating the characteristics of computational thinking and the role of the engineer in the industry 4.0 scenario. Finally, based on the results of the analysis and interpretation of the research corpus, guidelines were presented for the development of pedagogical dynamics in learning environments, in the context of industry 4.0, in the teaching of Control and Automation Engineering. The guides highlighted the importance of creating pedagogical dynamics based on the teacher's mediation, in the form of problematizing and instigating interventions, emerging a collaborative and interactive environment, and through computer resources, in which the student means the action performed from their interaction with technological devices. In this scenario, the practices carried out by the students were precursors to learning and developing skills and competencies related to computational thinking and the specificities of the engineer in the industry 4.0 scenario, which are important both for the training of professionals and for the training of citizens. Based on the research carried out, it is concluded that the concept of computer transposition, in the process of elaborating practices and dynamics in learning that involve technological and computer elements, helps the teacher to explore the possibilities of these resources to create learning objects that take the student to establish conceptual relationships through representations, simulations and constructions. Also, that Vygotsky's and Papert's theories were considered valid for the development of mediating dynamics, culminating in collaborative and technological environments in the learning process related to PLC programming. [resumo fornecido pelo autor]