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Integração de tecnologias emergentes da indústria 4.0 no ensino profissional: implementação de um projeto
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Resumo(s)
O presente estudo de natureza aplicada e focado no design instrucional, visa a conceção pedagógica de um referencial de formação e o desenvolvimento de um protótipo em regime b-learning para a integração de tecnologias da Indústria 4.0 (I4.0) no currículo do Curso Profissional de Técnico de Manutenção Industrial – Variante Eletromecânica (CPTMIvE). Inserido na área da Pedagogia do E-learning, o estudo responde ao desfasamento entre os currículos do ensino profissional e as exigências tecnológicas dos contextos industriais atuais. Metodologicamente, a investigação segue os princípios da Design-Based Research (DBR) articulada com o modelo ADDIE, baseando-se num diagnóstico empírico realizado através de questionários aplicados a ex-alunos e profissionais da indústria. Esta análise permitiu identificar lacunas críticas em competências técnicas, digitais e transversais, sustentando o desenvolvimento de um design instrucional estruturado com recurso à ferramenta Learning Designer. O alcance da investigação compreende a análise, o desenho e a prototipagem pedagógica (fase de desenvolvimento conceptual), evidenciando o potencial do b-learning como estratégia estruturante para a modernização curricular e pedagógica do ensino profissional.
This applied study, focused on instructional design, aims at the pedagogical design of a training framework and the development of a b-learning prototype to integrate Industry 4.0 (I4.0) technologies into the curriculum of the Professional Course in Industrial Maintenance Technician – Electromechanical Variant (CPTMIvE). Part of the field of E-learning Pedagogy, the study addresses the mismatch between vocational education curricula and the technological requirements of current industrial contexts. Methodologically, the research follows the principles of Design-Based Research (DBR) articulated with the ADDIE model, based on an empirical diagnosis carried out through questionnaires applied to former students and industry professionals. This analysis identified critical gaps in technical, digital and soft skills, supporting the development of a structured learning design using the Learning Designer tool. The scope of the research includes analysis, design and pedagogical prototyping (conceptual development phase), highlighting the potential of b-learning as a structuring strategy for the curricular and pedagogical modernization of vocational education.
This applied study, focused on instructional design, aims at the pedagogical design of a training framework and the development of a b-learning prototype to integrate Industry 4.0 (I4.0) technologies into the curriculum of the Professional Course in Industrial Maintenance Technician – Electromechanical Variant (CPTMIvE). Part of the field of E-learning Pedagogy, the study addresses the mismatch between vocational education curricula and the technological requirements of current industrial contexts. Methodologically, the research follows the principles of Design-Based Research (DBR) articulated with the ADDIE model, based on an empirical diagnosis carried out through questionnaires applied to former students and industry professionals. This analysis identified critical gaps in technical, digital and soft skills, supporting the development of a structured learning design using the Learning Designer tool. The scope of the research includes analysis, design and pedagogical prototyping (conceptual development phase), highlighting the potential of b-learning as a structuring strategy for the curricular and pedagogical modernization of vocational education.
Descrição
Tese de Mestrado em Pedagogia do Elearning, apresentada à Universidade Aberta
Palavras-chave
Indústria 4.0 Tecnologias emergentes Ensino profissional Emerging technologies Vocational education