PROJECT-BASED LEARNING: THE STUDENT AS THE PROTAGONIST OF LEARNING

Abstract

The aim of this article was to analyze the implications of Project-Based Learning (PBL) in reconfiguring the roles of teachers and students, with a focus on promoting student protagonism in Basic Education. The study approached the methodology as an active pedagogical practice capable of transforming traditional teaching dynamics, promoting student participation in the construction of knowledge through meaningful and interdisciplinary projects. To this end, bibliographical research was used, based on the selection, reading and critical analysis of contemporary authors who have discussed the role of the teacher as a mediator and the student as an active subject in the educational process. The research also considered the relationship between the use of educational technologies and student autonomy in interactive learning contexts. It was found that PBL favored the development of cognitive and socio-emotional skills, as well as increasing student engagement and enabling a pedagogical approach closer to the needs of the 21st century. Although it proved to be effective, the application of this methodology still faced structural challenges, such as the need for ongoing teacher training and curriculum reorganization. It was concluded that PBL represents a consistent pedagogical alternative for promoting a more critical, reflective and participatory education.