Abstract:

Project-Based Learning (PBL) is a student-centered technique which objectives are to develop curricular skills through a more active way, unlike conventional teaching methodology. It has been used with Lorena's School of Engineering (EEL-USP) students in order to force them to deal with more real cases and so to adapt them to professional life with self-development, teamwork and self-learning skills. The objective of this study was to analyze the implications of the change in learning didactics, specifically in the discipline “Balance of Mass and Energy” in a Chemical Engineering course, offered to EEL-USP students through the constant follow-up of a TA (teaching assistant) under the guidance of the teacher of the discipline. The follow-up took place throughout the semester, sessions with academic practices such as discussing and synthesizing ideas with the students were performed, so that they could work about specific industries and apply, through the PBL methodology, the concepts presented by the supervisor and to build real problem situations in the field of engineering. The evaluation of the applicability of the project was done through two questionnaires and the weekly follow-up monitoring. The analysis of the results suggested that it is feasible to apply this active methodology to teach Balance of Mass and Energy, with certain points to be highlighted and/or changed, but the satisfaction index was about 75% of the students and the feedbacks demonstrated greater leadership skills, teamwork, time control, development of reasoning and prioritization of tasks, communication and presentation skills, problem prevention, application of technological and educational tools (internet, networking, meetings, brainstormings) that are basic requirements established by the National Curricular Parameters for the engineers in the country.

Keywords:

Teaching, Engineering, Active Methodologies.