THE APPLICATION OF PROJECT-BASED METHODOLOGY AS A TEACHING TOOL IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Abstract

Contemporary education demands pedagogical practices that foster student protagonism, meaningful learning, and the holistic development of learners. In this context, the project-based methodology emerges as an innovative approach, particularly effective in the early years of Elementary Education, as it interweaves knowledge in an interdisciplinary manner, values children's everyday experiences, and promotes the development of autonomy, creativity, and critical thinking. This study aimed to analyze how the project-based methodology can be applied as a teaching tool in the early years of Elementary Education, investigating its effects on the learning process. The research is justified by the need to rethink traditional pedagogical practices and propose more humanized alternatives aligned with childhood demands and the guidelines of the Brazilian National Common Curricular Base (BNCC). To this end, the bibliographic research methodology was adopted, grounded in classical and contemporary authors who discuss the theoretical foundations, strategies, and benefits of this approach in the context of basic education. The results indicate that the project-based methodology significantly contributes to building a more participatory, reflective education connected to students' realities. In addition to enhancing curricular content learning, this practice strengthens motivation, teamwork, and the formation of critical and autonomous citizens. It is concluded that, despite the challenges, implementing project-based methodology in the early years represents an important contribution to improving teaching quality and valuing childhood in the school environment.