APLICAÇÃO DA ZONA DE DESENVOLVIMENTO PROXIMAL NO ENSINO DE ENGENHARIA EM ADULTOS

BENEFÍCIOS, DESAFIOS E IMPLICAÇÕES PEDAGÓGICAS

Abstract

This article discusses the possibility of applying Vygotsky's zone of proximal development (ZPD) in engineering education for adults. The ZPD is a sociocultural theory that suggests that learning occurs best when a learner is guided by a more experienced instructor or peer who helps him or her accomplish a task that is beyond their individual ability but within their supported ability. This approach can be particularly useful for teaching engineering to adults, who often have prior experience and knowledge that can be leveraged to enhance learning. The article discusses the benefits of applying the ZPD in engineering education for adults, including the development of cognitive and social skills, in addition to improving student motivation and engagement. However, challenges are also discussed, such as the need for careful planning and effective pedagogical implementation, and the need to meet individual student needs. The article also reviews relevant studies on the application of the ZPD in engineering education for adults and discusses important pedagogical implications, such as the need for a collaborative learning environment and the importance of the instructor's role in the teaching-learning process. The article concludes with recommendations for further research on the application of the ZPD to adult engineering education, including the need for a more comprehensive evaluation of the effectiveness of this approach and the exploration of its adaptation to different learning contexts.