PROJECT-BASED LEARNING FOR SOLVING CONTEMPORARY SOCIAL CHALLENGES

Abstract

The present research investigates the effectiveness of project-based learning (PBL) combined with gamification as a strategy for addressing social challenges in the school environment. The debate focuses on the transition from content-based teaching to citizenship education where the student acts in solving real problems in their community. Through a qualitative analysis based on a bibliographic survey, innovative pedagogical practices in basic, technical, and special education are examined from the perspective of inclusion and engagement. The results indicate that the use of digital games and interactive didactic sequences favors literacy, financial education, and textual proficiency. The investigation highlights that technology acts as a support for the development of critical and collaborative skills in line with BNCC guidelines. The offered reflections seek to subsidize the strengthening of educational projects that prepare the individual to intervene in an ethical and proactive way in the Brazilian social reality. The main authors used in this research are Andrade et al. (2025), Canello and Altenhofen (2025), and Bossone (2024).