Sérgio
Rodrigues de Souza
Degree in Pedagogy.
PhD in Pedagogical Sciences. Post-Doctorate in Social Psychology. E-mail:
srgrodriguesdesouza@gmail.com.
José
Antônio Soares de Abreu
Degree in
Legal and Social Sciences. Master in Educational Sciences. E-mail:
soares.jasa@gmail.com.
Jaqueline
de Miranda Kiefer Soares
Degree in
Legal and Social Sciences. Undergraduate in Social Work. E-mail:
jak.kiefer@gmail.com.
ABSTRACT
This essay addresses
the issue of how school projects have negatively impacted student learning,
precisely because of their design, which does not address social issues in a
categorized way and does not present a problem situation that represents a
teaching challenge to the student. This premeditated and announced failure is
associated with the fact that, since the student and the teacher do not know
what they want to explore, each one intends to be working on the development of
the so-called project. What we end up with is a student who did not investigate
what he or she should have, due to the teacher's lack of guidance and lack of
transparency in his or her guiding objective, and a teacher who reports that he
or she gave the student all the space and time necessary to investigate his or
her topics and add them to the results. What can be understood is the confusion
that exists regarding what constitutes a research project, with its strict
technical standards, and Project Pedagogy, with its specific teaching doctrine.
The way it has been applied in educational settings, neither one thing nor the
other is achieved, and the results are always a didactic -pedagogical cheating.
This is a bibliographical essay, based on the author's pedagogical practice.
What needs to be done immediately is for schools and teachers to understand the
dimension of a project and its applicability as a didactic element; to do this,
it is necessary to understand what didactics is and to be very clear about what
the objectives are in relation to learning, to know the level of
intellectuality of students, their predisposition to learn, the availability of
books and opportunities for empirical situations to develop experiences and the
proportion of teachers' knowledge in relation to the projects they develop, the
problems that involve them, the problem situation to be solved or explored in
depth, the human and material resources available, deadlines for execution,
evaluation, aggregation of information.
Keywords: Educational projects. Project pedagogy. Essay. Didactics. Interdisciplinarity.
Reviewed by Current Scientific Journal
on
dezembro 27, 2024
Rating:
