THE MAIN METHODS OF TECHNOLOGICAL INTEGRATION IN PROJECT-BASED LEARNING AS A STRATEGY TO ENHANCE ACTIVE TEACHING-LEARNING PROCESSES

Abstract

This study conducted a literature review with the general objective of analyzing the main methods of technological integration in Project-Based Learning (PBL) as a strategy to enhance active teaching-learning processes, identifying practices, digital tools, and impacts on the development of interdisciplinary, critical, and technological skills in accordance with the BNCC guidelines. The methodology applied consisted of a literature review, categorizing studies based on a predefined protocol that included author, year, objectives, methodology, conclusions, technologies, and project description. Among the main authors analyzed, Souza Miranda and Gonçalves (2019) stand out with virtual reality, Mulati et al. (2021) with Minecraft, Rosa et al. (2024) with robotics, Rodrigues Barbosa et al. (2019) with Edmodo, Rodrigues Carvalho et al. (2021) with analog technologies, and Silva et al. (2024) with formative barriers. The analysis of the articles concludes that the integration of active methodologies and digital technologies (ICTs) represents a promising path for the renewal of pedagogical practices, with the potential to make learning more meaningful. It became evident that the success of this integration does not depend exclusively on access to advanced technological resources, but on the intentional articulation between pedagogical objectives, teacher training, and specific educational contexts. Digital tools (such as Kahoot!, Minecraft, and YouTube) and analog tools (such as card games and dominoes) proved equally valid when applied strategically, highlighting that innovation is more closely linked to pedagogical design than to technological sophistication.