ANÁLISE DO ENSINO-APRENDIZAGEM EM CURSOS DE TECNOLOGIA UTILIZANDO PROJETOS INTEGRADORES

Abstract

The changes that have been happening in society during the last decades represent a big
transformation challenges in various sectors. Recent research about the mind, brain, cognition and
human development show evidences that leads to debate the effectiveness of pedagogic practice on
the teaching-learning process. Although, there has been improvement in the technologies to
transmit information and differences on how people acquire and retain knowledge, only a few higher
education institutions take the risk of implementing new learning methods on their professional
formation. The intent of this article was to analyse the experience of a University of technology on
the application of the concepts of active methodology concerning the technologist’s formation. To
achieve the proposed goal an exploratory-descriptive research was a better option to collect the
necessary information, through a study case realised in one campus unit, in São José dos Campos, of
the analysed Institution. The data collection was acquired through analyses of documentation and
semi-structured interviews with the Institution’s managers and companies involved. As a result, it
was possible to map some intervening elements (facilitators and hinders) in the process of adopting
the integrative project as a teaching-learning process and, also, as an element of integration in the
relationship between the educational institution and the job market. In conclusion, the learning

process based on real work environmental situations and the partnership among the educational
institution and company leaders presents an important tool that is capable of improving the process
of formation of technologists