Palavras-chave
ensino de arquitetura e engenharia
currículo BIM
Modelagem da informação da construção
Revisão sistemática
Como Citar
Dados de financiamento
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Fundação de Amparo à Pesquisa do Estado de São Paulo
Números do Financiamento 2018/05813-3
Resumo
O advento BIM delineia um salto substancial no setor da Arquitetura, Engenharia e Construção (AEC). Embora com potencial promissor para a indústria, diversas iniciativas acadêmicas de introduzir BIM no ensino superior enfrentam dificuldades, parecendo não atender às necessidades do aprendizado profissional. Por estas reflexões, tomou-se por objetivo geral buscar alternativas na análise de adoção de BIM em cursos de graduação em AEC, delineando-se os seguintes objetivos secundários: 1. verificar o prognóstico quanto à incipiência da formação BIM no Ensino de Graduação AEC; 2. identificar iniciativas para compatibilizar o ensino BIM com as diversas disciplinas do setor AEC; 3. ampliar o universo para análise e diagnóstico da adoção de BIM em cursos de graduação em AEC. Como método, adotou-se a Revisão Sistemática da Literatura, conferindo uma amostragem de 85 artigos selecionados e analisados por tópicos, a abordar diversas instâncias do ensino BIM em universidades. Ao lançar luz sobre manifestações que se mostravam pouco disseminadas ou ofuscadas pela ênfase BIM, revelou-se a abordagem pedagógica BIM como meio em correlação à abordagem pedagógica predominante BIM como fim. Aquela ampliou opções de aplicação do BIM no ensino, uma ‘nova’ ênfase transcrita no título deste trabalho. De fato, tal abordagem já existia e foi apenas identificada e destacada, por isso a notação entre aspas. Constituiu-se assim um arcabouço embasado na literatura pesquisada, que traz por síntese a dicotomia BIM como fim / BIM como meio de ensino, esboçando-se a escala BIM:AEC para desenvolvimento futuro: uma relação proporcional entre BIM e os núcleos de conhecimento AEC a percorrer um amplo espectro de intenções pedagógicas.
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