As repercussões da implementação da pedagogia de projetos na Rede Municipal de Educação de Nova Prata - RS

Abstract

This thesis explored the repercussions of Project-Based Pedagogy implemented since 2019 at Nova Prata's Municipal Educational System, in the pedagogical practices of final years Elementary School Teachers. The theoretical background is reasoned in Dewey (1971), the key researcher of the New School ideas; Kilpatrick (1970), the first one to defend the project-based learning as a pedagogical method; Freire (1987, 1999, 2000, 2006), who introduced a work based on generating themes in schools; and in Hernández (1998), the one who proposed the reorganization of the curriculum with Project Methods. In what it refers to methodology, the research was based on a case study of qualitative nature, because it is related to the investigation of a part of a phenomenon with its specific peculiarities, which refers to an educational system and to the conceptions of part of the ones involved in the process. For the development of the empirical data, it was applied as methodological procedure: documental analysis, interviews, and questionnaires. The interviewees were: the Municipal Secretary of Education of Nova Prata, in office in 2019, and five teachers of different subjects, one from each elementary school of the city.The questionnaire, developed on Google Forms®, was sent to all the final years' elementary school teachers that were in office in 2019, which was answered by 21 teachers. The data was gathered in the previously established categories: need to face challenges, support to the implementation of the proposal, changeover, difficulty to work on the subject content with projects and continuous training, along with the emergent category time. The research points out the relevance of continuous training spaces for the reflection about the practices and to contribute to the teachers during the process of the proposed implementation. It demonstrated that Project-Based Pedagogy had a positive impact on teachers' pedagogy practices, especially in the year of 2019. But it also proved the fragility of the process, when the involved ones focus on the content over the projects, raising reflections about the need to reinforce the continuous training, in addition to creating instruments for an effective teachers? participation, the key players of the educational process. [resumo fornecido pelo autor]