IMPLEMENTATION OF PROJECT-BASED METHODOLOGY (PBM) IN ELEMENTARY EDUCATION: CHALLENGES AND PERSPECTIVES

Abstract

Project-Based Learning (PBL) has become an innovative and effective pedagogical approach, particularly in Elementary Education, by promoting a more dynamic, collaborative, and 21st-century skills-aligned teaching model. This study aims to investigate the challenges, experiences, and perspectives related to the implementation of PBL at Escola Municipal Professora Maria Rosalina de Oliveira Pinho in Itapiranga-AM, an institution located in a specific socioeconomic context where the methodology has been utilized to transform pedagogical practice. The research adopts a qualitative case study approach, involving teachers, students, and members of the school’s pedagogical team. Data collection was carried out through semi-structured interviews, student focus groups, and document analysis, including activity reports and lesson plans. The results reveal that PBL has significantly increased student engagement, contributing to the development of socio-emotional skills and more meaningful learning, as well as fostering interdisciplinarity between subjects. However, several challenges were also identified, including the need for continuous teacher training, insufficient teaching resources, and resistance to change from some professionals. The study concludes that PBL, when properly implemented and supported by strategic measures, can transform educational practice, enhancing the holistic development of students and fostering the development of essential 21st-century competencies, such as creativity, critical thinking, and collaboration.