Learning Through Collaborative Projects in Context: contributions for the practice of teaching

Phillip Vilanova Ilha, Susane Graup, Marília Rosso Krug, Viviane Terezinha Sebalhos Dal Molin, Félix Alexandre Antunes Soares

Resumo


This study has analyzed contributions of teaching practices concerning a project-oriented learning proposal through collaborative research. This work has included interview, reports of educational practices, questionnaire, field diary and observation of participants. Teachers developed new educational actions based in the context reflection and showed transitions from teaching traditional practices to progressivist practices, overcoming disciplinary and transmissive education. This study has also shown that the main contributions to the teaching practice were related to: critical reflection over educational practices and the contextualization of curricula, surpassing the fragmented and abstract character of curricula.

Palavras-chave


Project Based Learning. Collaborative Teaching. Educational Practices. Elementary Schools

Texto completo:

PDF (English)

Apontamentos

  • Não há apontamentos.


Direitos autorais 2017 Phillip Vilanova Ilha, Susane Graup, Marília Rosso Krug, Viviane Terezinha Sebalhos Dal Molin, Félix Alexandre Antunes Soares

Licença Creative Commons
Esta obra está licenciada sob uma licença Creative Commons Atribuição 4.0 Internacional.

Indexações:

A Acta Scientiaeé indexada em:
Scopus logoScopusLatindex logoLatindexedubaseEdubase (SBU/UNICAMP)
Sumarios.org logoSumarios.orgGoogle Scholar logoGoogle ScholarPortal Livre (CNEM) logoPortal LivRe (CNEM)
Journals for Free logoJournals for FreeREDIB logoREDIBGaloá DOIGaloá DOI

Creative Commons License
Todos os trabalhos publicados aqui estão sob uma licença Creative Commons - Atribuição 4.0 Internacional.