Atividades complementares: Importância e formação integral de estudantes de Engenharia Química

Abstract

e a formação integral de futuros Percebe-se que atividades complementares desempenham papel fundamental na potencialização da formação integral de futuros profissionais. Sugere-se que incorporações de ferramentas tecnológicas podem culminar na ampliação da compatibilidade entre atividades complementares e rotinas estudantis. Destacam-se propostas de atividades envolvendo problemas reais, sob perspectivas multidisciplinares e transdisciplinares, com alinhamento construtivo de soluções. O estudo segue sentido de implementação de práticas que, com acepção, potencializem engajamento, autonomia, protagonismo, e imersão consciente, em processos de aprendizagem. ABSTRACT The 21st century has also been marked by dynamism and constant changes in society. Challenges arising from this scenario also adhere to the imminent demand for classroom innovation, including those considering methodologies that might truly potentiate learning. To significate content and learning do also means presenting it logically, depending on its nature. To, moreover, make it psychologically meaningful does also depend on diverse experience and experimentation. In this framework, while focusing on Engineering, it is crucial to have a pedagogical project that contemplates the set of learning activities, for graduation courses, considering the development of purposes, attitudes and skills. Complementary activities should be, therefore, included in its specifications. It is believed that students immersion in continuous formative experiences tends to potentiate their integral formations while future professionals. The present study raises the degree of immersion of undergraduate students in chemical engineering, considering quantitative data and perceptions and testimonies related to the participation in complementary activities, as formative experiences, proposing actions that potentiate the integral formation of future engineers. It is suggested that technological tools may culminate in greater compatibility between complementary activities and student routines. It is worth noting that activities involving real problems, under multidisciplinary and transdisciplinary perspectives, with the constructive alignment of solutions, are proposed. The study follows a sense of practices implementation which, with meaning, may truly potentiate engagement, autonomy, protagonism, and conscious immersion in learning processes