The use of problem-based learning in technical education: integrating projects as an interdisciplinary experience

• Autor(a) principal: Magalhães, Walena de Almeida Marçal
• Data de Publicação: 2019
• Outros Autores: Pereira, Antonia Lilia Soares
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/836
• topic: Interdisciplinary; Problem-Based Learning; Project Learning; Aprendizagem Baseada em Problemas; Ensino por Projetos; Interdisciplinaridade

Active methodologies such as Problem Based Learning (PBL), has been increasingly disseminated in Brazil as a tool for an education that make the students protagonists of the process. The present paper reports how educational projects, which are proposed in National Brazilian Curricular Common Base – BCCB as integrating projects, have active methodologies. The experience related here was interdisciplinary and put together seven school subjects at Federal Institute of Education, Science and Technology of Tocantins - FIEST, at Palmas Campus, with the objective of enabling students of the 2nd grade of Technical Course in Electrotechnology to express through an artistic exhibition, their learning of a preview technical visit. The project was conceived with PBL methodology, having its beginning in a critical thinking to the students in the Art classes, also launching the Research and Responsible Innovation, according to the criteria of the European Commission, as a way of integrating science and society. The experience brought as a result the optimization of resources, providing processes and products that contributed to the training of the actors involved, in the sense of engagement in solving problems, greater knowledge of general culture, promotion of student´s self-management, approximation with the local productive sector Art, and the interdisciplinary exercise that reduced the stress of students that have nineteen different school subjects.