Name: Thays Ferreira Souza
Type: MSc dissertation
Publication date: 24/03/2021

Namesort descending Role
Simone Aparecida Fernandes Anastácio Advisor *

Examining board:

Namesort descending Role
Geide Rosa Coelho Internal Examiner *
Simone Aparecida Fernandes Anastácio Advisor *
Terrimar Ignácio Pasqualetto External Examiner *

Summary: With the development of contemporary society, several changes have occurred in the ways of
life and work, however these changes are not always inserted into formal education institutions.
There is an increasing tendency for an improvement of knowledge in different spheres:
personal, environmental, professional and social. Considering this scenario, it is necessary to
rethink how formal education takes place, taking into account which qualities and competences
are being prioritized in the education of our students, as well as paying attention to the citizen
and professional education that ourschools are prioritizing. Among the new demands for citizen
and professional training, it is possible to emphasize the importance of developing the ability
to select and treat information, to transfer knowledge from one situation and / or context to
another, to solve problems without established answers and the capacity to work cooperatively.
This research takes as content everything that must be learned to reach certain objectives that
do not only cover cognitive abilities, but also include the development of motor, affective,
interpersonal and social insertion capacities. Currently the use of active methodologies in
teaching has enabled a development more in line with the demands of the contemporary world,
as in these, the student becomes an active subject in the construction of his knowledge. Among
these active methodologies, Project Based Learning is shown as a means by which students can
transform their experiences through the search for solutions to real and complex problems. The
majority of the work on the methodology of project-based learning takes place in universities,
federal institutes or private schools. Most Brazilian public schools have a very specific reality
in relation to curricular organization, class period, infrastructure, among others. Considering
these peculiarities, this research presents an analysis of the process of implementation and
development of the Project Based Learning (PBL) methodology for Physics discipline in third
grade classes in the context of a public school in the state of Espírito Santo. The analysis was
carried out in order to show how the PBL methodology contributes to the learning of different
types of content, namely: factual, conceptual, procedural and attitudinal contents, taking into
account the school reality in which the activities were developed. The results showed that the
difficulties in relation to work material, class time and infrastructure were overcome and did
not hinder the progress of the project and that the use of the methodology was very positive,
since it allowed me to be more creative in my teaching work, provided students with a
differentiated experience that enabled the development of autonomy in decision-making,
allowed the development of different types of content, especially procedural and attitudinal,
which are not commonly prioritized, opened paths for student participation in outreach events
In addition, this form of work contributed to the development of a broader and less
compartmentalized view of the concept of energy and its transformations, as well as a more
complete and conscious idea of the ways in which we use and how we could use electrical

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