PROBLEM-BASED LEARNING: AWAKENING CRITICAL THINKING IN EVERYDAY SCHOOL LIFE

Abstract

This study addressed active methodologies in education, focusing on Problem-Based Learning (PBL) and highlighting the challenges faced by teachers in its implementation. The research question was: what are the main challenges teachers face in implementing PBL within active methodologies? The general objective was to analyze these challenges, considering PBL's potential to foster critical thinking and meaningful learning through real-life situations. A bibliographic research methodology was adopted, based on authors who discuss the teacher's role, pedagogical innovation, and active teaching strategies. The development discussed the demands placed on teachers, such as the need for continuous training, adaptation to new roles, and the pedagogical use of technology. The final considerations pointed out that the main obstacles are linked to a lack of technical preparation, insufficient resources, and rigid school structures, which directly impact the methodology’s effectiveness. It was concluded that overcoming these challenges requires policies to support teacher development, adequate institutional conditions, and further research.