Building Information Modeling involves a set of interrelated policies, processes and technologies to manage the essence of the building design-construction-operation and associated data in a digital format throughout its lifecycle. However, to understand BIM just as technology is a distortion resulting from an extreme simplification of this paradigm. Therefore, BIM education in engineering and architecture should go beyond the instrumental approach in applied computer classes. This paper presents a diagnosis of Brazilian and international BIM teaching experiences, which allows us to evaluate the extent of applied efforts. This diagnosis is done through a literature review of reports on BIM teaching experiences, workshop discussions and teaching experimentation. The classification of teaching experiments allows us to identify the stages of adoption of BIM and skill levels encouraged by them. By using the same characterization parameters for the Brazilian and international teaching experiences it was possible to benchmark educational efforts. We discuss how broad these teaching experiences are and which stage of BIM adoption they lead to. Models of inspiration that can contribute to the observed BIM Brazilian education scenario are presented, extracted from good examples of international experiences.
BIM; Teaching; Architecture; Civil Engineering
