Aprendizagem baseada em projetos : possibilidades e desafios em uma proposta para o ensino de ciências

Abstract

The present work presents the research developed for a master's thesis that uses the theoretical basis of Project-Based Learning (PBL) with a focus on collaboration, exploring the possibility of using digital technologies. The pertinence of the proposal is related to the researcher's academic background and the scientific and social importance in a movement for the quality of Science Teaching with the use of active methodologies, such as the PBL. The overall objective is to investigate and discuss evidence of collaborative learning during Science classes in a 9th grade elementary school class, using the PBL methodology and digital technologies. For this, through an action research at school, with the participation of the researcher in partnership with the regent teacher, the project was applied in two 9th grade classes of a state school located in the municipality of Dom Pedrito-RS in the year 2022. The project, being planned and evaluated from the perspective of action research, had the data analyzed using the Content Analysis technique, resulting in the discussion in two categories: Possibilities and challenges of collaborative learning based on PBL and Movements for collaborative learning. Based on the reflection on the possibilities, it was concluded among several aspects that the partnership between regent teacher, researcher and students is essential for a PBL project to reach the proposed objectives. The challenges faced during the action-research are related to the school routine, ranging from curricular organization to teacher training, which enables subsidies for work involving collaborative learning in the classroom. Such results corroborate with existing research, which analyze educational policies involving the teaching profession and point to the excessive workload of teachers as one of the factors that affect their continuing education and, consequently, their performance in the classroom. Regarding the movement towards collaborative learning, the obstacles refer to the development of works in a cooperative way. The planning of work in groups and the direction of PBL activities were considered ways to provide a collaborative environment, that is, the groups remained with the same members during the activities, being considered an added value to human training, in addition to learning of content.