Abstract

BOROCHOVICIUS, ELI  and  TASSONI, ELVIRA CRISTINA MARTINS. PROBLEM-BASED LEARNING: AN EXPERIENCE IN SECONDARY SCHOOL APRENDIZAGEM BASEADA EM PROBLEMAS: UMA EXPERIÊNCIA NO ENSINO FUNDAMENTAL. Educ. rev. [online]. 2021, vol.37, e20706.  Epub Apr 16, 2021. ISSN 1982-6621.  https://doi.org/10.1590/0102-469820706.

Problem-Based Learning (PBL) is a teaching and learning method that seeks to develop conceptual, procedural and attitudinal content through collaborative work. The method can be applied in different knowledge areas, and there is a prevalence of its application in Higher Education, with scarce research applied to Primary and Secondary Education. Regarding the role of the teacher, some authors defend the teacher as an important mediator in learning, while others confer a supporting role. PBL contributes to the development of critical and reflective thinking, promoting meaningful learning. Presented is the result of a collaborative qualitative research project. The objective of which was to identify changes in the teaching and learning relationship using PBL at a public secondary school in the countryside of São Paulo through the subject of History. Overall, the results show that PBL allows the teacher to get closer to the students, enhancing learning.

Keywords : Problem-Based Learning; secondary school; teacher training; active methodology; teaching and learning process.

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