INDÍCIOS DA ATIVAÇÃO DO PENSAMENTO METACOGNITIVO EM ESTUDANTES DE ENGENHARIA AMBIENTAL: UMA EXPERIÊNCIA DIDÁTICA APOIADA NA APRENDIZAGEM BASEADA EM PROJETOS

Abstract

This article is based on the premise that engineering education needs to restructure its curriculum to meet current needs. The investigation was conducted in a discipline of the environmental engineering course organized didactically based on Project-Based Learning. The qualitative research seeks evidence of manifestations of the explicit activation of metacognitive thinking, through statements and records obtained through questionnaires, classroom observation and learning diaries, analyzed in light of the theoretical framework of metacognition and identified in the descriptions of manifestations of metacognitive thinking in the components: knowledge of knowledge and executive and self-regulatory control. Evidence of reflections of a metacognitive nature were found, with the activation of metacognitive thinking and metacognitive learning. These results corroborate the insertion of active methodologies in engineering education.