Painel Didático: uma experiência de aprendizagem baseada em projetos

Abstract

This work was built from a learning experience based on projects held in the classroom, in the development of curricular component - design of electric facilities and telephone - of the Technical Edification Course, built to high school from the Federal Institute of Espírito Santo, Campus Colatina, Brazil, with the effective participation of the teacher-researcher. In the experiment, the students have developed four products: the technical design, the graphical representation of the project, the preparation of the teaching panel for demonstration and operation of facilities and presentation of the work for the school community. The work process was evaluated to validate or deny the statement that the organization's content through the hierarchy of concepts, fundamental principles and ideas of the training area, the making of the didactic panel and the project method, if it constitutes means and teaching strategies that facilitates education of contextualized and meaningful learning and enable the empowerment of knowledge. The survey of views was made up through systematic questionnaires, answered by forty-one participating students, six teachers who work in the course and twenty-four classmates. The main results in favor of the statement were: the experience has sparked an interest in the study area, especially in the execution and performance of devices and facilities for personal and professional use; it has helped to define a training area for graduation; learning became easier, contextualized and meaningful; learning by doing has aroused interest and has been motivational; the preparation of the technical design associated with the preparation of the didactic panel has allowed making the link between theory and practice and gain more confidence in the intellectual capacities; students were able to assimilate, apply and convey the concepts developed in the experiment; the organization of the content and the project method replaces the lectures and accelerates autonomous learning, but the teacher is indispensable. The main difficulties encountered during the course of the experiment were: excess school activities; the excess heat in the work environment when making the panel; low empathy with the course has generated disinterest and omission of someone; the activity was long and complex and it has required a high level of execution. The results were positive to validate the issue raised, allowing to check the applicability of pedagogical practice in technical and socio-affective graduation of the actors involved in the process of teaching and learning, deserving, therefore, greater attention and academic strengthening in future research.