Abstract:

In Engineering and Technology courses, industrial automation content is often addressed in a fragmented manner, through isolated subjects and fragmented content. However, automating a system consists of integrating technologies and architectures, which requires a professional capable of analyzing the flow of information and understanding the application in a comprehensive manner. The objective of this study is to design, implement, and evaluate a Project-Based Learning (PBL) framework applied to an Industrial Automation course. The proposal seeks to promote the understanding of an integrated architecture by articulating concepts of industrial networks, Programmable Logic Controllers (PLCs), and Supervisory Control and Data Acquisition (SCADA) systems, overcoming the traditional fragmentation of these contents.

The proposal was applied in an Electrical Engineering course through progressive cycles with projects developed in teams, divided into the following stages: Analysis of operation and development of logic; mapping of variables and communication; implementation of the supervision system; application of the control strategy. The case study method was applied in conducting the research, with analysis of the solutions implemented and students' perceptions of the level of learning. In developing the projects, it was decided to structure them incrementally, beginning with a description of a control system and analysis of its processes and layers. In the first stage, students identified the variables and configured communication between the PLC and the SCADA system through a communication protocol. Next, the logic system was developed through PLC programming. In the following stage, the supervision system was developed and commissioned with the process. Finally, the layers were integrated and continuous control was inserted with adjustments and operation via the supervision system. In each phase, it was necessary to validate the operation, inserting concepts that would be worked on in a fragmented way in a traditional didactic approach.

The results of the application showed an improvement in the students' comprehension and analysis skills. Concepts that students found most difficult when studied in isolation were assimilated more consistently when approached in an integrated manner and through practical problem solving. Improvements can be seen in controller programming and control strategy, and a reduction in errors in these routines. Purely theoretical concepts, such as data transmission and message format, were better understood when observed in a practical way, through errors and successes in communication between systems. The structured progression in phases favored the internalization of the concept of integrated architecture, in addition to increasing engagement and the perception of proximity to real industrial situations. Structuring the discipline into PBL cycles, organized according to the logic of industrial system integration, proved promising in overcoming content fragmentation and fostering training focused on systemic understanding. The proposal is presented as a model that can be replicated in engineering courses that wish to adapt the teaching of industrial networks, PLC programming, and SCADA systems to the real needs for integrating an industrial automation system.

Keywords:

Project-Based Learning, Industrial Automation, Engineering Education.