Aprendizagem baseada em problemas (ABP): contribuições no curso técnico subsequente em edificações

Abstract

Technological development has promoted constant transformations, especially in the area of education, which imposes increasingly higher performance expectations. In the face of disruptive education, new teaching-learning formats are required for the construction of knowledge in which the student is the protagonist of his learning. Thus, active methodologies represent an alternative capable of providing students with the development of their autonomy, making them capable of solving problems and conflicts at a professional level according to the demands of the 21st century. Therefore, the general objective of this work was to evaluate the application of the Problem-Based Learning (PBA) active methodology in the teaching of Construction Techniques for students of the Subsequent Technical Building course. To this end, the research was developed with 20 students from the Technical Building Course of a Public Vocational Education Center in a city in the interior of Paraná. Initially, the students were divided into 4 groups of 5 members where each group received a theme (problem situation) in wich they should identify and present solutions through the production of a pilot project, scale model or prototype. Afterwards, three questionnaires were applied to evaluate the methodology. Given the work done, it is evident that the use of active teaching methodologies and Problem-Based Learning (PBA) stimulate the curiosity of students, enabling the linkage of theoretical knowledge with the practice of future professional activity, demonstrating better preparation for entry into the labor market. In addition, it was observed a greater involvement of students in performing academic tasks, as well as the development of cooperation skills, teamwork, reflection and proactivity.