Como transitar da Aprendizagem Baseada em Problemas para a Aprendizagem Baseada em Projetos?

Resumo

This article presents the working experience of natural sciences and environmental education teachers with cycle 3 students at Institución Educativa Distrital Grancolombiano in Bosa, Bogotá. The study focuses on transitioning from the institution’s existing methodology, Problem-Based Learning, to Project-Based Learning using questions as guiding threads in the process during 2021. The goal was to develop subject-specific competencies, and a methodological approach tailored to the students’ contextual needs. The research is situated within the hermeneutic-interpretive paradigm and follows a qualitative approach, as it takes place within the school context and focuses on transforming teaching practices. This approach enabled the creation of didactic materials (guides) with a unique structure, where questions serve as the key mechanisms facilitating the transition between methodologies. Additionally, the study involved adapting the pensar strategy proposed by the school, which systematically guides students through the project phases until the final product (a book) is created. Through student engagement and the use of the guides, the research successfully fostered the development of natural sciences competencies and the effective implementation of Project-Based Learning.