Influence of the application of project-based learning in philosophy teaching

Abstract

The lack of knowledge among teachers at the San José de Minas Educational Institution regarding the application of PBL in the teaching of philosophy hindered the development of students' life skills and abilities, as traditional strategies were used. Therefore, this research aimed to determine the influence of the application of Project-Based Learning in the teaching of philosophy. To achieve this goal, a mixed-methods research approach was used, and information was collected from a sample of high school students divided into two groups: experimental and control. PBL was applied to both groups, yielding favorable results in their cognitive and attitudinal processes. Teachers working at the institution were also surveyed, and an expert was interviewed. A descriptive analysis of the theoretical and statistical framework was then carried out, showing that, when applied correctly, it generates significant changes in the way of teaching. Classrooms become settings for participation, exchange, and the generation of ideas, which could not be achieved with a traditional strategy. The teacher, in his role as an educator, motivated students to develop autonomy, critical thinking, analysis, responsibility, and collaborative work, to apply them in a real environment.