How School Projects Have Negatively Impacted Learning
Year: 2024
Type: article
Abstract: ABSTRACT This essay addresses the issue of how school projects have negatively impacted student learning, precisely because of their design, which does not address social issues in a categorized way and does not present a problem situation that represents a teaching challenge to the student. This premeditated and announced failure is associated with the fact that, since the student and the teacher do not know what they want to explore, each one intends to be working on the development of the so-called project. What we end up with is a student who did not investigate what he or she should have, due to the teacher's lack of guidance and lack of transparency in his or her guiding objective, and a teacher who reports that he or she gave the student all the space and time necessary to investigate his or her topics and add them to the results. What can be understood is the confusion that exists regarding what constitutes a research project, with its strict technical standards, and Project Pedagogy, with its specific teaching doctrine. The way it has been applied in educational settings, neither one thing nor the other is achieved, and the results are always a didactic -pedagogical cheating. This is a bibliographical essay, based on the author's pedagogical practice. What needs to be done immediately is for schools and teachers to understand the dimension of a project and its applicability as a didactic element; to do this, it is necessary to understand what didactics is and to be very clear about what the objectives are in relation to learning, to know the level of intellectuality of students, their predisposition to learn, the availability of books and opportunities for empirical situations to develop experiences and the proportion of teachers' knowledge in relation to the projects they develop, the problems that involve them, the problem situation to be solved or explored in depth, the human and material resources available, deadlines for execution, evaluation, aggregation of information.
Authors: Souza, Sérgio Rodrigues de, Abreu, José Antônio Soares de, Soares, Jaqueline de Miranda Kiefer
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6930848704
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