Abstract Paper aims This paper presents teachers and students perspectives of integration Science, Technology, Engineering and Mathematics (STEM) courses contents into the first year of Industrial Engineering and Management (IEM) program through Project-Based Learning (PBL). Originality These perspectives provide strategies that IEM teachers could use to challenge students to apply STEM contents to design a product and its production system by developing a semester interdisciplinary project. Research method Grounded on project deliveries and an on-line questionnaire, the teachers and students’ work and perceptions were analysed in order to understand and to evaluate the effectiveness of such strategies. Main findings Results pointed out a general satisfaction of the teachers with the way teams integrate the STEM contents to design the production system and the product and students proud of their projects. Implications for theory and practice PBL is recognized as an active learning methodology that engages students in their own learning process and allows them to realize the relevance of all courses and the role of each to design a product/production system. Nevertheless, is fundamental a good knowledge of the PBL process to achieve this.

Resumo Dadas as atuais exigências do mercado, as pequenas e médias empresas (PMEs) estão sob pressão para mudar seus métodos de trabalho, implicando em mudanças de conceitos e práticas para melhorar seus sistemas e processos de produção. Assim, a busca por metodologias, técnicas e ferramentas de produção torna-se urgente e imperativa. Uma maneira de atingir esse objetivo é adotar a metodologia Lean Production (LP). Este documento apresenta os resultados de uma pesquisa para avaliar o grau de implementação do LP em PMEs do norte do Brasil, envolvendo 75 PMEs da zona econômica livre de Manaus. Os resultados mostraram uma implementação limitada do LP. Práticas paliativas (alívio momentâneo), implementações esperançosas e fatores de impedimento são comuns. Atendendo a esses resultados, os autores são tentados a dizer que o LP ainda é uma ficção para as PMEs dessa região.

Abstract Given the current market demands, small and medium-sized enterprises (SMEs) are under pressure to change their working methods, implying changes in concepts and practices in order to improve their production systems and processes. Thus, the search for production methodologies, techniques and tools becomes urgent and imperative. One way to achieve this goal is to adopt the Lean Production (LP) methodology. This document presents the results of a survey, developed in the north of Brazil, involving 75 SMEs from the free economic zone of Manaus to assess the degree of LP implementation. The results showed a limited implementation of LP. Moreover, palliative practices (momentary relief), hopeful implementations and impediment factors are common. Attending to these results, the authors are tempted to say that LP is still a fiction for SMEs in this region.

Abstract Rethink the interventions, human practices and their effects on the natural environment, for the preservation of life and biodiversity, threatened by the capitalist model of production, consumption and disposal, becomes each day more indispensable. The role of universities as knowledge building space is fundamental for the insertion of the environmental approach (greening) in its various fronts (education, research, extension, and management). Following the line of several types of researches about the subject, this paper aims to identify if and how the issue of sustainability (e.g. through Project-Based Learning use) is taught in the various engineering programs of a Portuguese Public University. This study was carried out by a documental research based on the programs´ curricula published in the official website of the university. The engineering programs selected included integrated master, master (second cycle) and doctorate (third cycle). In this study, it was identified programs that are more focused on sustainability concepts than others, so the programs were classified in three categories: strongest, medium and weakest focus.