QUANDO OS SABERES SE ENCONTRAM: UMA JORNADA COLABORATIVA FRENTE AOS NOVOS DESAFIOS DA EDUCAÇÃO EM ENGENHARIA DA USP

Abstract

: This article analyzes the constitution and development of the Community of Practice, Studies, and Research in Engineering Education at the University of São Paulo (USP), conceived as a collaborative space for teacher training in the face of transformations driven by the National Curriculum Guidelines (2019) and the dissemination of Generative Artificial Intelligence. The initiative brings together professors and graduate students in meetings guided by the exchange of experiences, reflection on practice, and the collective construction of knowledge. From the perspective of an experience report, the study describes and analyzes the organization, the dynamics of the group's functioning, and the main thematic axes that emerged throughout its trajectory, highlighting the impacts of generative artificial intelligence on teaching and learning processes. The qualitative systematization of the results reveals the need to reconfigure the teacher's role, shifting from a transmitter of content to a mediator of formative processes centered on the development of critical and investigative thinking, intellectual autonomy, the ability to formulate questions, and the ethical and collaborative engagement of students. In this context, the classroom is understood as a learning community, guided by dialogue, problem-solving, and the shared construction of knowledge. The article also highlights the centrality of formative assessment as a practice of investigation and regulation of learning, as well as the importance of integrating social, ethical, and environmental dimensions into engineering education. It concludes that communities of practice constitute relevant strategies for teacher professional development and pedagogical innovation, contributing to the construction of a critical and socially committed engineering education.