THE IMPORTANCE OF PROJECT-BASED LEARNING IN THE EDUCATIONAL CONTEXT

Abstract

Project-based learning presents itself as a methodology that breaks with traditional teaching, characterized by fragmentation and the passive transmission of content. Based on challenges or questions relevant to students, this format promotes student protagonism and encourages active learning, based on principles advocated by authors such as John Dewey. By applying knowledge in a practical and contextualized way, the methodology favors engagement and the development of essential 21st-century skills, such as critical thinking, autonomy, collaboration, and problem-solving ability.The effectiveness of this approach depends on its alignment with the institution's Pedagogical Proposal, requiring structural changes in the curricular organization, flexibility of school hours, and adaptation of educational spaces. In this context, the teacher assumes the role of mediator, guiding the student in the investigative process and stimulating reflection. This action contributes to the transition from an educational practice centered on the exposition of content to a model that values ​​research, integration, and the collective construction of knowledge. In addition to providing meaningful learning experiences, project-based learning fosters the articulation between different areas of knowledge, progressing through levels of curricular integration: multidisciplinarity, pluridisciplinarity, and transdisciplinarity. The latter, anchored in the complex thought of Edgar Morin, allows for the overcoming of disciplinary boundaries and considers technical, ethical, and human aspects in the construction of knowledge. Thus, the methodology consolidates itself as a transformative strategy, capable of forming individuals prepared to intervene consciously and critically in reality.