PROBLEM-BASED LEARNING AS A TOOL FOR TRANSFORMATION IN ELEMENTARY EDUCATION I

Abstract

This book analyzed the integration of Problem-Based Learning (PBL) into the Elementary School curriculum as a strategy to transform the teaching and learning process. The problem investigated was: how can Problem-Based Learning (PBL) be integrated into the Elementary School curriculum in order to transform the teaching and learning process? The general objective was to investigate how PBL can be implemented in the school context, seeking to promote innovative pedagogical practices that place students as protagonists in the process of knowledge construction. A qualitative methodology based on bibliographic research was adopted to identify evidence, challenges and strategies related to the application of PBL. The research considered publications from the last ten years, analyzing studies that addressed the application of this methodology in educational contexts and the impacts in terms of students' cognitive and socio-emotional development. The results demonstrated that PBL can be integrated into the Elementary School curriculum through planning involving the selection of contextualized and relevant problems, aligned with the curricular objectives. Active teacher mediation, group collaboration, and the adoption of formative assessment practices were essential for the success of this approach. The analysis also highlighted the importance of ongoing teacher training and the adequacy of school resources as determining factors for the implementation of PBL. In the final considerations, it was concluded that PBL offers significant potential to transform teaching in Elementary School I, by promoting learning connected to contemporary demands. However, the research pointed to the need for future studies that explore aspects such as the application of PBL in diverse contexts and the impact of technological resources on the learning process.