Letramento docente na construção da Metodologia Ativa Ensino e Aprendizagem Baseada em Projetos: dos desafios estruturais à autonomia metodológica

Abstract

This research aims to develop and evaluate a training workshop for education professionals on Active Project Based Teaching and Learning Methodology (AMPBTL), within the context of PPGEN/UTFPR, seeking innovation in educational practices and valuing the protagonism of the actors involved. The aspects addressed include the challenges imposed by the "digital native generation", institutional structural limitations, and the need to transition from solitary innovation to collaborative pedagogical practice. The research methodology is applied and qualitative, with a participant and interventionist nature, with data fully derived from the application of the Educational Product (EP) titled "Active Project-Based Teaching and Learning Methodology: Innovation and Teaching Practice", a resource used to operationalize and evaluate the training workshop's effectiveness. The EP methodology was based on Bender's six-stage framework, using visual management via Kanban and Trello as instrumental means to facilitate knowledge construction. For the data analysis methodology, the recursive five phase Analytical Qualitative Analysis cycle was adopted, plus a sixth element of evidence convergence among collection instruments. Results demonstrated solid knowledge appropriation in AMPBTL, evidenced by the participants' academic fluency and the success of formative peer assessment in a Moment of Evaluation of the Teaching and Learning Process (AMPBTL), proposed by Marques, which consolidated autonomy to audit and apply the method in real contexts. It is concluded that by mastering the AMPBTL structure, education professionals overcome insecurity in educational project management and gain the necessary freedom to transform their practice and motivate their alumni (or students).