A pedagogia de projetos como potencializadora da aprendizagem em ciências da natureza

Abstract

Project pedagogy is considered a pedagogical strategy to collaborate in the science learning process in basic education. Based on this, the present study aimed to identify possible contributions from project pedagogy to the scientific literacy of students, being able to help in this way to approach scientific knowledge and as a specific objective to identify evidence of the contribution of project pedagogy in the learning process in natural sciences. In this work, the expression “Project Pedagogy” was based on the concept used by Martins (2002), which proposes to interconnect the classroom environment with the context in which the student lives, making the learning process global and providing the integration of diverse knowledge. In addition to this, we also use some concepts described by Hernández (1998) and Nogueira (2001), among other authors. The work had as research participants a group of high school alumni, who participated in projects carried out in a state school from 2013 to 2017. The research is characterized as qualitative, according to Mynaio (2001) and Triviños (1987 ), and presents aspects of an exploratory research, according to Gil (2002), as we consider the method to be consistent with the type of study in question. The data were collected through a semi-structured interview, in line with Triviños (1987). For data analysis, we opted for Content Analysis, following the guidelines of Bardin (2011), and performed the pre-analysis steps and the operations of coding, decomposition / enumeration, from the dimensions that emerged from the research. From the analysis, we can say that the results point to positive aspects of the use of Project Pedagogy in relation to the learning of the natural sciences.