Aprendizagem baseada em projetos no ensino de Biologia: Um estudo com professores na escola estadual Centro de Ensino Estado do Mato Grosso

Abstract

The research deals with a study with high school teachers on the active Project Based Learning methodology in teaching Biology, carried out in a public school in São Luís. The general objective of the research was to contribute strategies to teachers with teaching-learning resources focused on building solutions to problems (ABP) contextualized according to real situations to be experienced by students regarding the adoption of the use of the High School Biology teaching method. The development of this research had as its starting point the following guiding question: what is the perception of high school teachers about Project-Based Learning (PBL) in the high school Biology subject on the C.E. State of Mato Grosso school? Throughout the study, authors such as: Moran and Bacich (2018) were used as theoretical support; Moran (2012); Larmer, Mergendoller and Boss (2015); Koswoski (2022); Furlani and Oliveira (2018); Feitosa (2020); Diesel, Baldez and Martins (2017); Bender (2014); Bacich and Moran (2018); Barbosa and Moura (2013), among others. The study is designed as a field research, with a qualitative approach, of an exploratory and descriptive nature, carried out through the application of questionnaires to biology teachers at the C.E State of Mato Grosso school. The research product was a Pedagogical Manual on active methodologies that can be used by teachers in planning and implementing classes. The main results demonstrate that despite years of training, biology teachers do not have specialization, and continued training in active methodologies is still lacking. Regarding the use of active methodologies, teachers reported that they usually use them in their classes, however they are unable to list which methodologies these would be. It was found that teachers are able to observe in their teaching practice that student performance is positively influenced through active methodologies. Furthermore, teachers considered that the ABP methodology can help students stay in high school through attractive projects for students. Thus, the importance of active methodologies for teaching-learning is confirmed, as teaching gains dynamism and the student takes the lead in their own learning. But for this to happen, teachers need training so that they feel prepared and confident in applying active methodologies, providing improvements in the quality of teaching.