Repercussions of Pedagogy Projects in the pedagogical practice of the final years of Elementary School
DOI:
https://doi.org/10.5902/1984644470776Keywords:
Pedagogy of projects, Pedagogical practice, Elementary SchoolAbstract
This article presents the results of a case study on the implementation process of Project Pedagogy in the final years of Elementary School in a municipal education network. Through questionnaires and semi-structured interviews, it sought to understand how the proposal had an impact on the pedagogical practice of teachers, analyzing the organization of spaces and times, interdisciplinarity, the actions developed in the midst of the Pandemic (Covid-19) and the influence of continuing education, according to the subjects themselves. It describes the context in which the process was created, from the diagnosis phase by the municipal management, passing through the different aspects involved in the implementation process of the Pedagogy of Projects. The final considerations emphasize limits and possibilities in the implementation of the proposal, the relevance of the temporal dimension, the role of continuing education, interdisciplinarity, the impacts caused by the Covid-19 Pandemic, and the repercussions of Project Pedagogy in the teaching and learning process and the role of teachers in relation to educational policies.
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