O ensino-aprendizagem por projetos no ensino médio: estudo crítico de um caso em implantação numa escola pública paulista

• Ano de defesa: 2006
• Autor(a) principal: Domingues, Sumáia Ganej
• Orientador(a): Casali, Alipio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Ensino-aprendizagem por projetos; Projetos interdisciplinares; Ensino médio; Projeto político pedagógico; Aprendizagem; Ensino; Ensino medio > Sao Paulo (estado)
• Palavras-chave em Inglês: Teaching-learning through projects; Inter-subject projects; High school; Political-pedagogical project
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/9837

This dissertation has as a theme the organization of teaching-learning through projects at a public high school in the state of Sao Paulo. The study arises from the necessity of searching which elements involved in such a kind of curriculum organization, might contribute for its pertinence, continuity and implementation. It aims to promote the development of the pedagogy of projects, analyzing how that tool may accomplish learning more effectively, providing this way new dynamics in the curriculum. The theoretical reference for the analysis is made of authors who provide ways of reflecting on the theme, that is to say, the teaching-learning through projects in different periods of school education. Ideas of Comenius´s , Jean-Jacques Rousseau s , John Dewey s, Decroly´s, Paulo Freire´s and Fernando Hernandez s were approached . Being aware that working with projects is still a practice installed within the school environment without enough criteria, concept, and previous preparation or enabling of mentioned professionals, this research adopts the methodology of case study, through observation and participation in the implementation of a project. The intention is to analyze this practice which brings important changes in the process of teaching-learning, as well as it shows the difficulties, advances and lessons that one can take from such a kind of curriculum organization. By the obtained results through the study and analysis of an implanted project in a high school from the state of Sao Paulo, it is possible to notice that the administrative and pedagogical organization of school and the commitment between school and community allow that the teaching-learning through project be a decisive link at the school routine, contributing to the building of its identity and also making an advance in the curriculum conceptions and practices