Pedagogia de projetos nos anos iniciais do ensino fundamental: contribuições a partir da análise de pesquisas acadêmicas

Abstract

The practice of Project Pedagogy in the school context has been presented as an alternative didactic proposal that contributes to change and improvement of the teaching-learning process. When proposing it, its interdisciplinary, transversal nature is considered, the possibility of the student's protagonism in the construction of learning, as well as the authorship and autonomy of the teacher in the mediation of the process. However, fragmented pedagogical practices, teaching of memorization and reproduction of knowledge are still present in the school routine; one can also perceive the use of project practice in a simplistic or reductionist way, considering only its pragmatic aspects and disregarding the importance of teaching for understanding. In this sense, this study aims to identify and analyze the main challenges and potentialities in working with projects in the early years of Elementary School, signaled in theses and dissertations in the period from 2000 to 2020. The theoretical contribution is supported by Ulisses Ferreira Araújo, Maria Carmen Silveira Barbosa, Maria das Graças Souza Horn, Marilda Aparecida Behrens, Fernando Hernández, Montserrat Ventura, Nilbo Ribeiro Nogueira, among others. Qualitative research of bibliographical review and analysis and interpretation of contents based on studies by Laurence Bardin were defined as methodology. The sources were constituted from literary works and academic productions raised in the Catalogs of Theses and Dissertations of CAPES and BDTD, being selected 63 researches. From the results, it appears that the various areas of knowledge have been contemplated in the discussions of project practice, as well as cross-cutting themes and the use of media and technologies as drivers of actions. The data show difficulties in overcoming traditional teaching, weakness in the theoretical-methodological foundation of the professors, difficulties in promoting student autonomy, among other factors identified as challenges in working with projects. They also show possibilities for interdisciplinary work and knowledge networking, promoting the definition of the teaching profile and their professional development, dynamizing democratic management and proposing constructive evaluation processes, among other factors identified as potentialities. The results indicate the need for teacher qualification and systematic monitoring of the implementation of projects in the school routine and point to successful experiences in the practice of projects that can illuminate new pedagogical choices. It is intended that this study can contribute to the rescue of the discussion about the pedagogical practices by projects in the school routine, as a suggestion and/or alternative for the teaching-learning process. To this end, as an educational product of this Professional Master's research, a guideline document was prepared for the implementation of Project Pedagogy in the early years of Elementary School, which proposes to be a reference for the practice of projects in everyday school life.