O ensino de Termodinâmica e seu impacto na formação do profissional de engenharia química na Era da Indústria 4.0

Abstract

The increasing digitalization and automation brought about by Industry 4.0 have profoundly transformed the industrial landscape, demanding a significant update to the professional skills of chemical engineers. In this context, traditional teaching methods for fundamental disciplines, such as thermodynamics, face significant challenges in keeping up with these changes. This paper analyzes ways to adapt the teaching of thermodynamics to meet Industry 4.0 demands, which are characterized by digitalization, automation, and real-time data integration in production processes. Through a literature review and critical synthesis, this paper discusses historical learning challenges, such as mathematical complexity, conceptual abstraction, and theory-practice articulation, and relates them to the technical and behavioral skills required of chemical engineers in the Fourth Industrial Revolution. The study emphasizes innovative pedagogical strategies, such as project-based learning, computer simulations, gamification, and interactive visualizations, which foster critical thinking, complex problem solving, and digital tool mastery. The study concludes that integrating digital technologies into the thermodynamics curriculum, combined with active learning methodologies, enhances training for flexible, interdisciplinary professionals prepared for hyper-connected industrial environments.