Contribuições e desafios da Aprendizagem Baseada em Projetos em um curso Técnico em Marketing

• Autor(a) principal: SOUZA, Jacqueline Pereira dos Santos
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UNOESTE
• Texto Completo: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1178
• topic: Metodologias Ativas; Aprendizagem Baseada em Projetos (ABP); Articulação entre Disciplinas; Geração Baby Boomers, X, Y e Z; Abordagem CCS; Active Methodologies; Project Based Learning (PBL); Articulation between disciplines; Generation Baby Boomers, X, Y and Z; Approach CSC; CIENCIAS HUMANAS::EDUCACAO

This dissertation was developed in the Master's Program in Education of the University of Paulista West - Area of concentration: Education - Line of Research: Teacher training and action and educational practices. The scenario of basic education in Brazil, which includes basic education and higher education in which technical education and youth and adult education are modalities of this education, has received students of varying age groups in the same classroom, resulting in a diversity of generations, formed by a group of students with heterogeneous characteristics; interests, objectives, different levels of knowledge and different needs, which entails a constant challenge for teachers in the construction of knowledge, given the complexity of this context of the generations. In this perspective, this research had the objective of analyzing the development of a pedagogical practice with the students of the Technical Course in Marketing using Project-Based Learning (PBL) and the Contextualized and Significant Constructor (CSC) approach as strategies to promote the articulation between subjects. Thus, with the expectation of contemplating the diversity of generations regarding the construction of knowledge of these varied age groups, the research was carried out under a qualitative perspective, of the intervention type, in which 30 students participated in the Technical Course in Marketing and 02 teachers, being an invited professor and this researcher, all belonging to a state technical school in the countryside of São Paulo state. The methodological procedures for obtaining the data involved: analysis of documents of the School Unit, such as the Course Plan and the Work Plan; elaboration and application of semi-structured interviews with open questions, in the pre and post intervention phases, for the participating teacher and for 10 students, chosen by a random selection draw that contemplated the different age groups of the Technical Course in Marketing; observation of the classes during the intervention; and collection of documents produced by the students during the classes of the curricular components of "Marketing Strategies" and "Course Completion Work Planning". The analysis and discussion of the data were elaborated from the observations and from semistructured interviews with the participants, as well as from the analysis of the work developed by the students, through the discursive textual analysis; which were separated by categories and subcategories articulated with the objectives proposed by this research. The treatment of the data allowed to identify that the PBL through the articulation between the disciplines and the CSC approach were able to develop a more collaborative, creative and emancipatory environment for students of the most diverse generations in the Technical course in Marketing; because in addition to providing the students' knowledge construction under the perception of the participating teacher and the researcher, contributed to the motivation, interaction and autonomy according to the legitimacy of the students themselves in the context of the classroom. Thus, in the quest to break paradigms of both students and educators, the PBL, a methodology that seeks to change pedagogical practices, has proved to be significant, capable of developing in students critical skills for the 21st century, through an environment that is Constructionist, Contextualized and Significant, leaving the spheres of traditional methodologies of teaching and learning.