THE EVOLUTION OF PROJECT-BASED LEARNING

Abstract

Project-Based Learning (PBL) is an active pedagogical approach that has consolidated itself over time as a significant alternative to traditional teaching models. This article aims to analyze the historical and conceptual evolution of Project-Based Learning, highlighting its contributions to the teaching-learning process in different educational contexts. Initially based on the assumptions of the New School movement and the contributions of authors such as John Dewey, PBL emerged as a proposal centered on student protagonism, the resolution of real problems, and the articulation between theory and practice. With the advancement of educational research and social and technological transformations, this methodology has undergone adaptations, incorporating digital resources, collaborative practices, and interdisciplinarity, expanding its formative potential. The evolution of Project-Based Learning (PBL) demonstrates its capacity to promote the development of cognitive, social, and emotional skills, such as critical thinking, autonomy, creativity, communication, and teamwork. Furthermore, the methodology contributes to the contextualization of knowledge and meaningful learning by relating curricular content to concrete situations in students' daily lives. This bibliographical research is based on classic and contemporary authors who discuss active methodologies and pedagogical innovation. It concludes that Project-Based Learning, throughout its evolution, has consolidated itself as an effective pedagogical strategy aligned with the educational demands of the 21st century, establishing itself as a practice capable of transforming the roles of both teacher and student in the educational process.