Engineering Solutions to Real Problems with Interdisciplinarity in a Traditional Curricula

This complete work on innovative practices presents a proposal for a framework applied in an engineering discipline based on hybrid teaching and active methodologies, carefully planned to allow students to contextualize their essential content added to the social impact of their profession. This proposal seeks to guarantee the possibility of assimilating learning between lines and between years of study, guaranteeing connectivity between the teaching teams of the interdisciplinary faculty, between the lines of the curriculum, and between students, inside and outside their formal studies and the classroom. In this way, we provide not only the development of technical skills but also contemplate one of the significant challenges in engineering education, which is the development of socially relevant engineering curricula, thus strengthening the intrinsic motivation and adaptability of the student. In the face of the ongoing transformations in the engineering field - especially considering the rise of Industry 4.0 - professionals in this area must get an inter and trans disciplinary education, in close touch with society and industry needs. This calls for educational practices that stimulate entrepreneur development, dynamical skills, and traditional technical knowledge. In this work, we propose the 4D CV framework based on hybrid teaching and new trends in teaching and learning based on active methodologies, seeking to train a future professional who acts as an active agent in society, capable of facing the challenges of Engineering in the 21st century. We create learning environments that allow for (i) the development of capacity and motivation for teamwork in a technical, multi, and interdisciplinary way; (ii) a creative environment aiming for a comprehensive education along with entrepreneurial spirit and ability to innovate; (iii) reflection and discussion that favor independent critical thinking; (iv) actions that strengthen the university's relationship with the local community allowing closer relation with society and the productive sector. The proposed framework was the subject of a case study applied in the discipline of Curricular Integration Activities IV, of the undergraduate course in Automation Engineering of a Federal University of Brazil, where the technique of the Discourse of the Collective Subject (DCS) to capture the impression of those involved in the study (students, teachers and partner companies). It was possible that the practices of the proposed curriculum project could provide students with inter and multidisciplinarity in their learning process. In addition, students have been motivated in the face of involvement with the needs of society, achieved through practice in an innovative project in which the challenge was based on the real pains/demands/needs of a real startup company, formed by graduates of the course itself, already established in the market. We can thus conclude not only the tremendous innovative potential of our curricular proposal in the face of the significant challenges in engineering education but also its innovative character in approaches to higher education in Brazil.