A aprendizagem baseada em projetos como alternativa para o desenvolvimento da postura ativa do educando

Abstract

One of the greatest challenges today is to get students to interact with scientific knowledge in order to develop the skills needed by professionals and citizens in the 21st century. In order to achieve this goal, traditional teaching methodologies may not be enough, and in this sense, several alternatives are being researched, among them Active Learning Methodologies, which, according to Moran (2015), give the student a central role in the educational process, providing a dynamic learning process, enhancing skills and developing those in which the student demonstrates mastery. Among the various Active Methodologies, project-based learning (PBL) stands out for encouraging students to solve a problem, using knowledge from different areas to find the answer. Since this methodology seeks to solve real problems, it was decided to develop a project that stimulates understanding of the culture of different countries - since lack of knowledge on this subject is a problem found within the school environment - and that allows, at the same time, to work on pertinent scientific knowledge. From this scenario, the following research problem emerged: How can the Project-Based Learning methodology, immersed in an interdisciplinary sociocultural study, constitute a proposal that helps the development of a more active stance among students? Thus, the main objective of this work is to analyze a project on cultural diversity, developed according to the precepts of the PBL, regarding its possibility of developing a more active attitude in students regarding their learning. The research was applied to students in the first year of high school, from a public school located in the city of Marau/RS. For this purpose, an educational product was developed, which is characterized by a project called "Cultural Diversity: differences build experiences", constructed in the form of an e-book. The research carried out has a qualitative nature, also being considered as action research, since it deals with a social problem in whose resolution the researcher and the participants are involved, in a cooperative manner. As data production instruments, questionnaires with teachers and students, an assessment of scientific knowledge, a logbook and the rubrics related to the development of the project were used, and the data were categorized through emerging categories for analysis. It can be observed, with regard to the perspective of the teachers who participated in the implementation of the project, a great acceptance regarding the application of PBL, highlighting mainly the change in the students' posture, who begin to seek proactivity in the search for knowledge, becoming active in their learning process. It is also worth noting that the educators considered that the methodology in question provides students with the opportunity to develop skills that are important for young people in the 21st century, such as creativity, leadership and dynamism. Regarding the students' view, one of the most highlighted points was the way in which PBL proved to be motivating, encouraging them to seek scientific knowledge. The educational product linked to this thesis is the aforementioned project in e-book format, which will be free and freely accessible to high school teachers and other interested parties, and is available for download in the repository of the Graduate Program in Science and Mathematics Teaching at the University of Passo Fundo and on the Educapes Portal at the link http://educapes.capes.gov.br/handle/capes/921289.