Pedagogia de Projetos: práxis pedagógicas como instrumento de avaliação inovadora no processo de ensino aprendizagem.

Abstract

Education needs to accompany the transformations of society, so it is fundamental to change paradigms in pedagogical praxis and curriculum. Therefore, we seek to investigate how project pedagogy happens: pedagogical praxis as an innovative assessment tool in the teaching-learning process. The purpose of this paper is to investigate how project pedagogy can be used as an interactive assessment methodology and instrument, with the problematizing question of verifying if project pedagogy provides meaningful learning by promoting knowledge, doing, being and living together. This study went through the rigor of the Methodology of Scientific Research and was based on the ideas of authors such as: Delors (2001), Hernandez and Ventura (1994), Perrenoud (1999), among others. It can be described then that after analysis of the theoretical foundation and the reality of the school, it is considered that Project Pedagogy provides a Methodology that provides the most meaningful learning, because the student interacting with others in the construction of a project. It involves in an educational experience in which the process of knowledge construction is not only related to life practices, is confused or is life itself inside and outside the school.