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Resumo: Em um mercado altamente competitivo, as empresas necessitam de recursos humanos cada vez mais qualificados, em especial no que se refere à Engenharia. As Universidades desempenham, pois, um papel importante, ao formar os futuros profissionais do país. No entanto, nesta tarefa, as Instituições deparam-se com o desafio de atrair e trabalhar com jovens da Geração Y, que apresentam anseios não mais atendidos apenas pelos métodos tradicionais de ensino. A Aprendizagem Baseada em Problemas (ABP) é uma abordagem que visa estudar e desenvolver alternativas de ensino que atendam às exigências das empresas, bem como o novo perfil de estudantes. Além disso, ensinar ativamente por si só não é uma tarefa simples e torna-se mais complexa quando é preciso avaliar o conhecimento adquirido através desse método. Deste modo, este trabalho busca apresentar o planejamento, a condução e o método de avaliação adotado em uma disciplina de Engenharia de Produção na Universidade Federal de Itajubá fundamentada na ABP. Para isso, adotou-se o método de pesquisa-ação, onde os autores participaram ativamente das etapas da disciplina, atuando como facilitadores no planejamento, implementação e monitoramento desta e do método de avaliação adotado. Como resultados, destacam-se os benefícios alcançados pelos envolvidos através do ensino ativo, bem como os pontos fortes e fracos do método. Além disso, propõem-se melhorias para futuras disciplinas. Palavras-chave:Aprendizagem Baseada em Problemas. Projeto Semestral Europeu. Ensino Ativo. Ensino em Engenharia. Métodos de avaliação. Abstract:In a highly competitive market, companies need increasingly skilled human resources, especially when it comes to engineering. Universities, therefore, play an important role in this scenario, while training future professionals of the country. However, in this task, the institutions are faced with the challenge of attracting and working with young people of Generation Y, which have characteristics and needs that are not met by traditional teaching methods. Problem-Based Learning (PBL) is an approach evolved in order to study and develop educational alternatives that meet the needs of businesses as well as the new student profile. In addition, actively teaching is not a simple task and becomes more complex when it refers to assess the knowledge gained through this method.

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Resumo: Ganha cada vez mais relevância o setor de serviços na economia e sociedade brasileira. No entanto, os desafios das empresas, em especial micro e pequenas empresas, são inúmeros quando se considera a competitividade e as dificuldades impostas pela estrutura de mercado brasileira. Desta forma, compreender o processo de gerenciamento da cadeia de suprimentos de pequenas empresas torna-se extremamente importante, pois pode contribuir para a sobrevivência das mesmas. Por isso, o presente trabalho tem como objetivo realizar um diagnóstico do processo de gerenciamento da cadeia de suprimentos dentro do setor de serviços. Para isso, adotou-se como objeto de estudo um restaurante universitário, uma vez que o mesmo além de enfrentar os usuais desafios das micro empresas, apresenta características especiais que tornam o processo ainda mais complexo. De caráter exploratório e utilizando-se de pesquisa qualitativa, o trabalho desenvolveu, através de ferramentas de mapeamento como o SIPOC e análise SWOT, uma melhor compreensão sobre o contexto e identificou algumas oportunidades para futuros estudos mais profundos, cumprindo assim com os objetivos propostos. Palavras-chave: Gerenciamento da cadeia de suprimentos. Gestão da informação. Fluxo de suprimentos. Setor de serviços. Restaurante universitário.

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During the development of a simulation project, people involved in the study acquire greater knowledge of the system being simulated. However, this knowledge is usually not externalized and ends up being lost at the end of the project. In this context, knowledge management allied with information technology may assist in information management and enable the collection, storage, and dissemination of knowledge. Thus, this paper aims to discuss and present a knowledge management system to manage and to store the knowledge generated by analysts in simulation projects. Our intention was to demonstrate a way that the knowledge can be stored and accessed at any moment by anyone to recover the development process and avoid mistakes during a simulation project. In order to achieve this goal, some graduate and undergraduate simulation courses at a Brazilian federal university were used as objects of study. At the end of the study, it was concluded that knowledge management integrated with information technology contributes to the work of simulation analysts by supporting information and knowledge management throughout the stages of the simulation projects.

The requirement to adapt the university education to demands of society and professional market is improving the teaching methodologies that try to develop skills and prepare the students to deal with day-to-day situations of a business environment. Therefore, this research presents the assessment method utilized in an Industrial Engineering course carried out by a Brazilian public university in partnership with a multinational company. The course had 37 participants, consisting of: 28 students divided into four groups; 1 teacher; 4 university tutors; and 4 company tutors. The main objective is to assess the consistency of grades assigned to students and their work groups using agreement, variance and correlation analyses. As conclusion, the analyses indicated a possible deficiency in the assessment method application since the values of agreement and correlation coefficients were lower than expected but also provided a positive contribution to the improvement of assessment and the course as a whole. Recognizing the importance of changing higher education, new teaching methods are developing in which students are no longer passive recipients of information but become the center of attention. The practice of this type of learning is a culture shock for new students and for educators who use this technique in their disciplines. Besides the challenge of changing the way of conducting classes, teachers are faced with the task of determining how to properly assess student learning. Traditional assessment techniques which are only concerned with the assignment of grades don't correctly evaluate the evolution of students (Waters & Mccracken, 1997;Eva, 2001;Kritikos et al., 2011). KeywordsAccording to Norton et al. (2013), due to recent changes at higher education to focus on student learning, much has been written about the students' assessment and its effects on learning. However, the integration of assessment with the learning and the innovations in how to assess remain a challenge (Struyf et al., 2001). Moreover, the pressure on institutions to establish more effective ways to evaluate, led the assessment modes to the center of engineering education discussions (Raud, 2010).Considering this context, it was created a course in a Brazilian public university named "Project Semester in Industrial Engineering" that aimed to use an active approach of education where students were divided into groups to solve real problems of a multinational company. During the course, the use of this methodology provided difficulties in the way of how students would be assessed. Thus, this research aims to assess the consistency of grades assigned to students and their work groups using statistical analysis together with a qualitative approach which assistance in define the better assessment mode considering the context of a course based on active teaching. Thereby, an agreement, variance, and covariance analyses have been proposed in order to assist results' interpreting of implemented evaluations.The work proposal described in t...