Projetos de aprendizagem e as mídias: novas implicações no processo de ensinar e aprender

Abstract

This article addresses some reflections on the methodology of learning projects, its theoretical reference and the relationship of it with the media in education. The objective was to understand possible assumptions for the enforcement of significant learning experiences through this methodology, seeking to realize deficiencies and barriers that are present in school as well as possible gains when its implementation takes place in schools. The research methodology was made through the experience of learning projects as a high school class and from readings of bibliographical references on the subject. The main conclusion that can be stated with this research is that being protagonist of its learning and departing from its curiosity, the student is more likely to learn effectively, in addition to building itself as a researcher, a necessary condition for all learning. To this end, promoting educational experiences in school through contextualized projects is essential, focusing on the teacher's role in mediation.