ACTIVE METHODOLOGIES AND PROJECT-BASED TEACHING: EXPERIENCES AND RESULTS

Abstract

This study investigated the implementation of active methodologies and Project-Based Learning (PBL) in schools, as well as the outcomes observed by educators and students. The primary objective was to analyze the application of these methodologies and identify their impacts on the teaching-learning process. The research employed a bibliographic approach, drawing on articles, books, and other academic publications on the subject. The findings indicated that, despite challenges such as insufficient teacher training and inadequate infrastructure, active methodologies and PBL yielded positive outcomes, including increased student engagement, the development of socio-emotional skills, and enhanced learning. The analysis revealed that these methodologies fostered greater student autonomy, creativity, and problem-solving skills while emphasizing the teacher's role as a facilitator in the educational process. The concluding remarks highlighted that the implementation of these approaches has the potential to transform education but underscored the need for investments in continuous teacher training and improvements in school infrastructure. The study recommended further research to address the identified limitations and evaluate the long-term effects of these methodologies on education.