Learning Through Collaborative Projects in Context: contributions for the practice of teaching

Resumo

This study has analyzed contributions of teaching practices concerning a project-oriented learning proposal through collaborative research. This work has included interview, reports of educational practices, questionnaire, field diary and observation of participants. Teachers developed new educational actions based in the context reflection and showed transitions from teaching traditional practices to progressivist practices, overcoming disciplinary and transmissive education. This study has also shown that the main contributions to the teaching practice were related to: critical reflection over educational practices and the contextualization of curricula, surpassing the fragmented and abstract character of curricula.