INOVAÇÃO PEDAGÓGICA NO ENSINO DE ENGENHARIA: CONDIÇÕES INSTITUCIONAIS PARA A IMPLEMENTAÇÃO DE METODOLOGIAS ATIVAS

Abstract

: Engineering education has been increasingly discussed in light of contemporary demands for professionals capable of integrating technical and transversal competencies. In this context, active learning methodologies are often highlighted as effective strategies to promote meaningful learning. However, a gap remains between their widespread recommendation in institutional guidelines and their actual implementation in engineering programs. This study aims to analyze engineering education from an institutional perspective, investigating to what extent national curricular guidelines and course pedagogical projects are translated into effective teaching practices. Methodologically, this research adopts a qualitative case study approach, based on documentary analysis of four engineering programs at a Brazilian public university. The results indicate that, although there is formal alignment between regulatory guidelines and institutional documents, the adoption of active learning methodologies is fragmented and largely dependent on individual faculty initiative, due to the absence of structured institutional incentives. As a contribution, the study shifts the focus from