A contribuição da aprendizagem baseada em projetos no desenvolvimento acadêmico de alunos do ensino médio

Abstract

This study is linked to the research line "Teacher Training and Action and Educational Practices" of the Graduate Program in Education at Unoeste and to the EPED research and study group. It is based on the premise that active teaching-learning methodologies position students at the center of the educational process, promoting not only technical qualification but also the comprehensive formation of students. In the context of Technical High School, these methodologies gain special relevance by articulating general basic education with preparation for professional practice, requiring approaches that value the active construction of knowledge and the development of complex competencies. In this sense, this study, inserted in the aforementioned research line, aims to analyze the contribution of active methodologies to the academic development of technical high school students. To this end, the research was divided into two studies comprising two articles. In the first, a scoping review was conducted that mapped Brazilian scientific production on active methodologies applied to High School over the last 10 years (2014-2024). Results indicated that active methodologies favor student protagonism, the development of socio-emotional competencies, and meaningful learning in the High School context, showing that Project-Based Learning and flipped classroom are the most investigated strategies. However, gaps in scientific production were observed, especially in studies evaluating the long-term effectiveness of these methodologies in different Brazilian school contexts. In the second study, an exploratory and descriptive qualitative research was conducted investigating the perceptions and experiences of technical high school students regarding active methodologies. Forty second-year students from Mechatronics, Computer Science, and Building Construction courses at a state technical school in São Paulo participated. Data collection occurred through focus groups conducted in person, addressing themes related to experiences with active methodologies, their impacts on learning and competency development. For data analysis, the Thematic Content Analysis technique was used, resulting in the identification of six main thematic axes: protagonism, autonomy and participation; engagement, motivation and quality of learning; development of socio-emotional competencies and preparation for life; the teacher as mediator; methodological diversity and preferences; and challenges, vulnerabilities and conditions for implementation. Results showed that active methodologies promote transformation in students' subjective positioning, transitioning from a receptive stance to active protagonism, favoring deeper, more lasting, and applicable learning in contrast to the memorization characteristic of traditional approaches. Participants recognize the development of fundamental transversal competencies such as communication, collaborative work, critical thinking, and intellectual autonomy. The research also revealed that the effectiveness of these methodologies depends on qualified teacher mediation that balances freedom and structure, as well as adequate infrastructure conditions. It can be stated that active methodologies significantly contribute to the academic development of technical high school students, preparing them not only for school assessments but for life and the world of work. The main contribution of the study lies in giving visibility to student voices, demonstrating that young people are capable of sophisticated analysis of their learning experiences and that their perceptions should inform pedagogical practices and educational policies in professional and technological education. It is expected that this research contributes to the consolidation of more innovative pedagogical practices contextualized to the needs of Brazilian High School education, offering theoretical and empirical support for educators, managers, and researchers interested in transforming the quality of education through student-centered approaches.