International Journal on Alive Engineering Education https://www.revistas.ufg.br/ijaeedu <p>A International Journal on Alive Engineering Education dissemina conhecimento na área de educação em engenharia. Para mais informações, acesse <a href="https://www.revistas.ufg.br/ijaeedu/about" target="_blank" rel="noopener">Sobre a revista</a>.<br>- ISSN: 2596-1152<br>- Ano de criação: 2013<br>- Qualis: B4<br>- Revista vinculada à <a href="https://www2.emc.ufg.br/" target="_blank" rel="noopener">Escola de Engenharia Elétrica, Mecânica e de Computação da UFG</a><br>- <a href="https://www.revistas.ufg.br/ijaeedu/about/contact" target="_blank" rel="noopener">Contato</a></p> Pró-Reitoria de Pesquisa e Pós-Graduação (PRPPG/UFG) en-US International Journal on Alive Engineering Education 2596-1152 <p><strong>Copyright</strong></p><p>The author is responsible for the following statements by submitting an article electronically in the International Journal of Alive Engineering Education (IJAEEdu):</p><p>a) States that the document in question was reviewed by an expert in English language and it is an original work and it holds the prerogative to grant the rights contained in this license. It also states that the document does not infringe, as far as it is possible to know the rights of any other person or entity.</p><p>b) If the document in question contains material which does not hold the copyright, the author states have obtained the copyright holder’s permission to grant the Universidade Federal de Goiás (UFG) the rights required by this license, and that such material whose rights are third is clearly identified and acknowledged within the text or content of the document.</p><p>c) States that the study was conducted in accordance with the ethical standards of all applicable institutional, local, national and international guidelines.</p><p>d) It also states that any person appointed as author or co-author of the document is aware of it and agrees to be so appointed.</p><p><strong>Authorization Form</strong></p><p>As responsible for the submission of the document, I authorize the School of Electrical, Mechanical and Computer Engineering of the Federal University of Goiás to provide the paper free of charge, through the Electronic System for Publishing Magazines UFG (SEER / UFG) or in printed form, without compensation of copyright, in accordance with Law No. 9610/98. Is allowed, reading, printing and / or download, as a promotion of the Brazilian scientific production. Any use of the work not authorized under this license or the copyright law is prohibited.</p><p><a href="https://drive.google.com/open?id=1OWpki5AFTuhnPK9WcQrFEZuAUqxM9cap" target="_blank">COPYRIGHT TRANSFER AGREEMENT AND LETTER TO THE EDITORS</a></p> cover https://www.revistas.ufg.br/ijaeedu/article/view/57969 Huesdra Nogueira de Campos Copyright (c) 2019 International Journal on Alive Engineering Education 2019-04-01 2019-04-01 6 expedient https://www.revistas.ufg.br/ijaeedu/article/view/57971 Huesdra Nogueira de Campos Copyright (c) 2019 International Journal on Alive Engineering Education 2019-04-01 2019-04-01 6 1 12 Environmental Education and Energy Efficiency as Strategies for Reducing Energy Consumption in Public School Building in Goiânia https://www.revistas.ufg.br/ijaeedu/article/view/54740 <p>Electrical energy is essential for the quality of life of people, who use it in different socioeconomic activities and for technological development. In view of the gradual increase in the demand for electricity and the future possibility of not serving all the consumer sectors, it is necessary to optimize it. The objective of this study was the application of strategies based on the pillars of energy efficiency and environmental education in order to minimize the expenditure of electric energy in public buildings, which were selected for this project due to the fact that, its users show a lack of concern about the correct consumption of electric energy since the expenses are tied to the public coffers and are not always perceived by the people as resources coming from the taxes paid by the citizens. Among the public buildings that consume the most electric energy, the most important are those in the education sector. In fact, a larger project called the Energy Efficiency Project in Public Buildings in Goiânia (PEEEPG), to which this work is linked, found that among the municipal public buildings, the education sector is responsible for approximately 30% of the electricity consumption and, therefore, this specific sector was selected for the application of the selected strategies. The methodology used was based on research-participant, environmental education together with replacement of lamps by LED system (Light Emitting Diode) at strategic locations in the building and monitoring of results. The actions carried out included the lamp replacement, and educational lectures offered to students of different age groups in three school shifts with a partnership of employees and teachers of the municipal school selected on energy efficiency and strategies to reduce the consumption of electricity. The project mobilized directly about 200 people belonging to the target audience and indirectly 800 students who were part of the teaching unit. It was collected a data base among 2012 to 2016. The methods of data collection and analysis were based on documentary research, analyzing the electric energy bills of the building, as well as documents and legislation of the municipality itself on the consumption of electric power and the architecture model applied to school environments in Goiânia. The results obtained, after a monitoring period of six months (November to April) during the years 2016 and 2017, indicated an analyze to reduction of 16% of the consumption of electric energy in the building, compared to the same period in the previous year. Therefore, this result regard to the possibility of investments in energy efficiency projects for public buildings, subsidizing actions in the design, retrofit and maintenance of public buildings.</p> Marlison Noronha Rosa Yan Machado Sousa Karla Emmanuela Ribeiro Hora Katia Kopp Getulio Antero de Deus Junior Copyright (c) 2019 International Journal on Alive Engineering Education 2019-04-02 2019-04-02 6 13 32 10.5216/ijaeedu.v6.54740 A Semi-Attending Robotics Course Proposal: An On-line Platform and set of In-Person Meetings For Teaching Robotics using Lego Mindstorms EV3 https://www.revistas.ufg.br/ijaeedu/article/view/54693 The application of robotics as an instrument for boosting the learning process inside classrooms is nowadays a quite reachable reality. The participatory method, in which students and tutors cooperate among themselves for pursuing knowledge, reveals itself as an increasingly easer and didactic manner of passing on knowledge in class. Making use of this learning method, and the interest of the youth for the technological field, a semi-attending robotics course has been delivered by students of the Universidade Federal do Ceará to students and teachers from the public schools’ system in the municipality of Sobral, State of Ceará, in partnership with the UFC Virtual Institute and the Education Office of Sobral (SEDUC). It is common that students of secondary education lose interest and feel discouraged when studying some school subjects, because of their abstract nature. Aiming for aiding the teaching of these subjects, such as mathematics, physics and computer programming, Educational Robotics was used as an effort for making such subjects more interesting and easier to grasp, dynamizing their studying. This project aimed to introduce basic notions about robotics making use of the Lego Mindstorms EV3 kit, with aid of SOLAR, an online platform where the e-learning classes were taught, and the utilization of a visual language for programming the robots, part of the software bundled with the Lego Mindstorms Ev3 kit. The in-person meetings were carried out every last weekend of each month, so that the students could practice programming the Lego Mindstorms and put into use what they had learned in the virtual classes beforehand. At the end of the course, when all the students already had the skills for programming the robotics kit, a competition was held with the intent of harvesting the results obtained over the duration of the course. The teams with best performance were awarded medals and trophies, as recognition of the effort they put in. The participants were also encouraged to keep studying and improving their knowledge of robotics after the end of the course. Alane Teixeira Rodrigues Robson Lopes De Couto Jermana L. De Moraes Vandilberto Pereira Pinto Rômulo Nunes e C Almeida Copyright (c) 2019 International Journal on Alive Engineering Education 2019-05-13 2019-05-13 6 33 44 10.5216/ijaeedu.v6.54693 The Integration of University with High School Through an Experience Using Pjbl https://www.revistas.ufg.br/ijaeedu/article/view/54715 <p>The present work describes an exchange of experiences among students of the State School CIEP 291 - Dom Martinho Schlude in the City of Pinheiral, RJ, with the Advertising and Propaganda students, Information Systems and Engineering of the University Center of Volta Redonda (UniFOA) during a period of six months. The partnership arose due to a school´s need to develop some actions to participate in the Jaguar Land Rover Competition, 4x4 in Schools Technology Challenge. The challenge required technological changes in a prototype of a 4x4 vehicle approximately 20 cm long, 10 cm wide and 10 cm high. A micro-enterprise was create, with a logo and marketing actions, approaching an entrepreneurial vision. All actions taken were on display on a given day through verbal presentations and visualization of the team's booth. In addition to fulfill these needs, each team were evaluate on the performance test of the prototype in an obstacle course to take time. A partnership with UniFOA&nbsp; was created to assist in project development and support in the area of technology, strategy and marketing. Companhia Siderúrgica Nacional (CSN) led the industry's support in research and development for strategic planning for the team's actions. The students of the courses of Design, Information Systems, Advertising and Propaganda and Electrical and Mechanical Engineering assigned two hours a week for approximately six months to a technical monitoring involving the needs of the Team.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; In the end, the secondary students were able to elaborate all the necessary requirements according to the regulation participating in the National Stage and later of the World Stage. The UniFOA students were able to apply the concepts using Project Based Learning as a methodology fulfilling the role of the university in the society that is to produce knowledge, generate critical thinking, organize and articulate knowledge, forming citizens and professionals. The experience was very enriching providing for all involved strengthening of numerous cognitive and socio emotional skills. As a result of the project, the AUTO291 team was the champion in the National Stage, conquering the opportunity to represent the country in the world event, being the champion team in the category of "Best Media Dissemination" and was among the top three in the "in Abu Dhabi, United Arab Emirates..</p> <p>&nbsp;</p> Luciano Marins Edson de Paula Carvalho Walkiria Silva Soares Marins Douglas do Couto Soares Francilaine Calixto Gouveia Copyright (c) 2019 International Journal on Alive Engineering Education 2019-06-05 2019-06-05 6 45 62 10.5216/ijaeedu.v6.54715 Leadership Development of Technology Students Through Experiential Learning https://www.revistas.ufg.br/ijaeedu/article/view/54667 <span id="docs-internal-guid-865223b3-7fff-21fa-47b0-fb252ebbe94e"><span>Numerous studies show that leadership is one of the factors that impact most on software projects’ success. But even with more than $14B spent yearly on leadership development, it is worrying that more than half of the organizations still believe they are not doing it effectively. One of the most efficient methodologies used in companies is David Kolb’s Experiential Learning, but still uncommon on universities due to the difficulty of simulating practical experiences. Many approaches have been tried with various results and little standardization. For this reason, this study proposes a model for using group activities to help technology students practice leadership skills. A first pilot was executed with positive outcome but more experiments are necessary to ensure its application on other skills and contexts.</span></span> Taciano Messias Moraes Leonardo G. de R. Guedes Sheryl Root Copyright (c) 2019 International Journal on Alive Engineering Education 2019-06-17 2019-06-17 6 63 76 10.5216/ijaeedu.v6.54667 Farewell Letter https://www.revistas.ufg.br/ijaeedu/article/view/60756 <p>Farewell Letter</p> Getúlio Antero de Deus Júnior Copyright (c) 2019 International Journal on Alive Engineering Education 2019-10-14 2019-10-14 6 77 78 Power Electronics Education A Contemporary Teaching Appproach https://www.revistas.ufg.br/ijaeedu/article/view/59073 <p>Currently, there is a growing demand for methodologies that best qualify engineering students at universities. These methodologies require a substantial change in Engineering Teaching programs improving or even changing the traditional ways of imparting knowledge to students. In Power Electronics (PE) study the factors that make learning difficult for Electrical Engineering students, in order for them to achieve full understanding of the subjects addressed in a first discipline in this area, are the academic maturity required coupled with their multidisciplinary nature. The problem is aggravated in practical activities, which demand the availability of a laboratory infrastructure with specific characteristics not always available. An alternative for the study of PE, with a more contemporary focus, is to introduce, through a new Instructional Design (ID) Project, not only the incorporation of more Hands-On activities that approach truly meaningful (authentic) contents. But also, new methodologies and technologies to support educational objectives that make full use of Digital Information and Communication Technologies (DICTs).This work proposes to develop and carry out a methodological design of a blended teaching for a power-electronics-based practical training program (PEBPTP) for students of the Electrical Engineering Course of the Federal University of Maranhão in Brazil. The proposed program is mainly based on the use of a digital controller (unified) based on FPGA, developed and realized specifically for control and power inverters study. From controller´s VHDL Code already realized, a Reuse Logic Block is generated (Intellectual Property Core (IP Core)), for use within the LabVIEW FPGA Hardware Description Environment. A Graphical Interface (GUI), more intuitive, and developed from the LabVIEW environment, will support the realization of the PEBPTP, for parameterizing the Controller, and show relevant figures of merit of the performance of the converter being study. The active methodologies, converging with the diverse possibilities of resources of the DICTs, implanted in the classroom, with the adequate contextualization of the specific resources of each area, contribute increasingly to the student being protagonist of their own knowledge construction. Finally is proposed, and in full adherence to a novel trend, that both the PEBPTP and the unified controller previously developed in FPGA are embedded in what is being named Lab-on-a-Chip (LoC). This embedded structure will allow access to the laboratory hands-on program via a web service that uses a fully programmable logic device (PLD) that incorporates an integrated structure known as System-on-a-Chip (SoC). The above proposals and experiences involve the mastery not only of curricular and technological knowledge, inherent to the training of an engineer, but of mainly, the pedagogical technological knowledge and correct use of DICTs. At this point, in particular, is founded our contribution within the context of Engineering Teaching, to advance in the improvement or perhaps in the modification of the "classroom" of engineering courses, which today go beyond the physical space of the university.</p> José Roberto Quezada Peña Brenda Irla Cardoso Feitosa Jefferson William Oliveira Copyright (c) 2019 International Journal on Alive Engineering Education 2019-12-06 2019-12-06 6 79 106 10.5216/ijaeedu.v6.59073 Tests of pervious concrete as learning tool Comparative Study About: Evolution of the Trait, Methods and Complementary Analysis https://www.revistas.ufg.br/ijaeedu/article/view/59576 <p>The execution of pervious concrete pavements has been used over the years as a pedagogical resource in the Civil Engineering course at UNEMAT - Universidade do Estado de Mato Grosso, campus of Tangará da Serra – MT – Brazil. With the purpose of aggregating scientific knowledge to the academics, providing advances in the technique used in the production of pervious concrete, as well to the development of the University's physical space. In this article, some of these studies will be presented in order to discuss the scientific observations made by academics in the development of practices and to evaluate the evolution in the methodologies of trait and execution. The characteristic that allow water infiltration has made porous concrete chosen to remedy problems due to the accumulation of water at several points on campus. In addition, another necessity was to promote the interconnection between classroom blocks. The works were evaluated taking into account the reports developed by the academics during the activities. In this analysis, the advancement of the techniques employed even when the students did not have the appropriate equipment. It was possible to observe modifications in the techniques of staining the concrete and the level of difficulty of the drainage process involved. The results were discussed in view of both the evolution of the technique of preparation of the pervious concrete pavement by the academics, as well as the practice as a didactic and social resource. Recently, besides the permeability, the thermal properties of porous concrete have also begun to be explored. Would the pervious concrete pavements has betters thermal performance than the conventional ones? In the state of Mato Grosso for presenting high annual average temperatures if, the pervious pavements contributes to a lower heat retention compared to the conventional one, this would show an excellent alternative for the substitution of the conventional pavements, prioritizing the thermal comfort of the academic community. Because of that, a comparative analysis was performed between the temperature values recorded in the porous pavements, in the conventional and green areas of the campus. The methodology of this research consisted in performance of temperature measurements with an infrared thermometer, the measurements was for 20 days distributed in four months, four times per day (8 a.m., 11 a.m., 5 p.m., and 7 p.m.). The rainy season in the region caused some variations in the results, since conventional concrete, when moist, takes longer to lose this moisture and absorb heat. The colors chosen in the painting also influenced results, because, in the pavements that the pervious concrete was not painted, showed lower temperatures than the conventional. The development of activities related to the analysis and production of pervious concrete contribute to the academic training of students of the Civil Engineering course on two fronts: obtaining technical knowledge and capacity for teamwork, exploring all the basic procedures of the routine of a real work.</p> Natália Martins Bezerra Copyright (c) 2019 International Journal on Alive Engineering Education 2019-12-06 2019-12-06 6 107 128 10.5216/ijaeedu.v6.59576 Clustered Social Representation of Active Methodologies in Engineering Courses a case study at Goiás State, Brazil https://www.revistas.ufg.br/ijaeedu/article/view/60180 <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; This work aims to identify changes and trends that favor the students' learning style and autonomy, through a qualitative evaluation of the social representation of students in the development of individual and group activities. Questionnaire application and interviews were carried out at both the Pontifical Catholic University of Goiás (PUC Goiás) and the Federal University of Goiás (UFG). The questionnaire is based on a 7-point Likert scale, which evaluates 13 items in four dimensions. After answering, each item is analyzed by the k-means clustering method, which groups the data unsupervised according to the levels of similarity of each item. With the result, we can point out what are the aspects that determine the skills and psychosocial profile of students, from this, it will be possible to make changes in the methodology applied to benefit the learning process of students, favoring multidisciplinary skills, the courage to face the students. challenges creatively, the ease of adapting to change, working as a team, valuing and understanding one's point of view - with commitment and ethics.</p> Leonardo Guerra de Rezende Guedes João Pedro Aguiar dos Santos Copyright (c) 2019 International Journal on Alive Engineering Education 2019-12-07 2019-12-07 6 129 138 10.5216/ijaeedu.v6.60180 backcover https://www.revistas.ufg.br/ijaeedu/article/view/57970 Huesdra Nogueira de Campos Copyright (c) 2019 International Journal on Alive Engineering Education 2019-04-01 2019-04-01 6