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Digital technologies are increasingly embedded in people's daily lives, bringing about changes in the society. In particular, building the concept of industry 4.0, which presents itself as a real, new and urgent demand. Faced with this reality, it is important for educational institutions to follow the ongoing technological revolution. This phenomenon is not new, other industrial revolutions have already occurred, and in each one of them implications have arisen for the curricula of the engineering courses, so that they could prepare subjects to act in accordance with the industrial technologies. This requires that teaching processes be resized in order to prepare subjects capable of dealing with the emerging challenges. In this context, the aim of this article is to present an exploratory study on how some of the emerging industrial technologies can act as a starting point for the resizing of teaching practices in engineering training. Starting from the identification of some scenarios for the insertion of technologies in the classroom, we tried to signal the route that we need to go along, with the intention of meeting the demands that the fourth industrial revolution presents us with. We have inferred that we need to know the operationalities of technological and computer resources in order to create didactic dynamics that use the potential of these resources for the development of learning. As a preliminary result of this work, we show the evidence of the role of computer thinking and computer transposition as relevant conceptual elements for the creation of pedagogical dynamics to compose the engineering curricula in the technological context of industry 4.0.

Tecnologias emergentes da indústria 4.0: considerações para o redimensionamento dos currículos de engenharia