Abordagem conceitual e metodológica da pedagogia de projeto na formação docente

Abstract

This study presents an analysis about the conceptual and methodological approach of the pedagogy of projects in teacher education from the perspective of the undergraduate students ofthe Federal Institute of Piauí - Campus Teresina Central. Taking as a starting point the questioning: what is the contribution of the conceptual and methodological approach of the project pedagogy in the teacher training at the IFPI - Campus Teresina Central? To answer this problem, we investigated the results that this methodology presents in the students' learning, from the analysis of the teaching projects of undergraduates in their professional practices. The research is qualitative in nature, using the content analysis method, according to Bardin (1977). Through the use of this pedagogy, the individual constructs knowledge, develops an investigative gaze, realizes meaning in the contents worked through their experiences, and develops attitudinal skills such as group work, cooperation, interaction and respect for differences, as well as How, the use of this pedagogy by the future teacher translates into it a new perception about the function of the school.