Método de projetos : apropriações e questões na contemporaneidade

Abstract

It is about a case study that was developed based on theoretical bibliographical research, documentary research, participant observation, and individual and group interviews with the School Principal, teachers, the project s leader and a group of students of a public school in the city of Bogotá, Colombia. It, therefore, configures a research that is inserted in a set of studies about the educational institution as a possibility to focus on the importance of school as a scenario where policies are recreated, without disregarding, at the same time, other macro-social aspects that interfere in those re-creation dynamics, in different ways and under different conditions. The research, in a qualitative line, approaches the dynamics of production of educational policies operating with the analytical referent of public policies cycle proposed by British Stephen Ball and collaborators, in the problematization of the three contexts that were privileged by the research: the context of influence, the context of production and the context of practice. The documents and interview-records analysis were based on the Foucauldian discourse Theories, and on Ball and collaborators´ appropriations, from the discussions on the use of interviews in the academic research developed by Leonor Arfuch as well. Thus, the research aimed to understand: How and Why is the proposal of project-based learning methodology being resignified as a pedagogical strategy in the current Colombian educational context? As a hypothesis, the study argued that the policy in schools is a very diverse process and it is subjected to different interpretations as it is intricately configured, contextually mediated and institutionally provided. In this way, the PBL is currently proposed as a public policy in Colombian education in a complex process, which records disputes by translations closer to critical perspectives, liberal-New School and neo-liberal policies. To problematize the resignification of the pedagogical proposal prioritized, mobilized the organization of the corpus of research based on the analytical axes of thematic focus that set out -broader processes of the school and resignification of the MTP, shaft that unfolds in two other subfocalizaciones: pedagogical practices and school knowledge. The perceived ambiguity in the political texts served to demonstrate that the intricate movement of disputes is more multifaceted approach that the organization of translations from three perspectives initially proposed escolanovista - critical, liberal and neo-liberal-. In the same way, in the narrations that the research record, that organization is very limited, considering that the prospects exposed to the research were presented more hybrid of what this classification. Based on the problems developed, it is pointed out that a very important conclusion of the research is the undeniable political and pedagogical potential of the methodology of project work, which in the path during the investigation was widely shown