Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia

Abstract

This dissertation was developed in the Master’s Program in Education at University do West Paulista – Unoeste, it is linked to the research line “Training and action of the teaching professional and educational practices” and, to the research group “Group of Studies and Research in Education, Curriculum and Technologies”. Initial formation in Psychology presupposes a critical, contextualized, meaningful look, where the professional knows how to deal with subjectivity and human plurality. The theoretical contribution chosen to conceptually structure this work refers to John Dewey's concept of educational experiences, through which we understand that the Project-Based Learning (PBL) methodology allows the practical experience of existing social problems. PBL is a pedagogical strategy used in the Constructionist, Contextualized and Meaningful (CCS) approach, which presents a collaborative perspective of knowledge construction linked to the student's context, providing meaning to learning. Searches in the databases point to the relevance of the theme, since there are few works that address PBL in Psychology courses. In this way, the objective of the research was to analyze what benefits the PBL methodological strategy, according to the CCS approach, can bring in professional training in a discipline of the Psychology course. Therefore, a qualitative research of the strategic action type was carried out. For data collection, the following instruments were used: Free Word Association Test, participant observation, document analysis and questionnaire application. The fieldwork took place in a college in the city of state of São Paulo, 19 students and the professor/researcher of a discipline of the Psychology course participated in the research. For data analysis, we used prototypical analysis, analysis of similarities, to interpret the students' social representations and discursive textual analysis for the contents and discourses. The results show that the PBL brought contributions to the construction of contextualized and meaningful knowledge, as well as expanded collaboration among students, who developed new skills.