Percepciones y prácticas de los docentes en Educación Básica sobre el Aprendizaje Basado en proyectos

Abstract

The present work of curricular integration is descriptive and exploratory in scope in which not only the importance of Project Based Learning (PBL) is highlighted through its theoretical

foundation, but also, through the qualitative approach and the application of the semi- structured interview technique, the perceptions, experiences and knowledge of teachers are

investigated in order to identify the conditions and possibilities of its application in Basic Education. The main results obtained indicate that PBL is a teaching-learning methodology that enjoys a positive and favorable perception on the part of the teachers participating in the interview, in addition, their knowledge about PBL represents a higher level than expected and their experiences allow them to point out that PBL presents significant challenges for both the educational community and parents, since the students' research possibilities and the connectivity conditions interfere negatively in the fulfillment of its objectives. However, in the results obtained, teachers are in favor of receiving continuous training to improve their knowledge; they would recommend the application of PBL in all areas and at other levels, and positively value its effectiveness for the integral development of students. With the information obtained, it is concluded that the implementation of PBL in Basic Education is pertinent, which would lead to the execution of training and implementation projects based on a contextualization that could well radiate significantly to different educational environments.