Aprendizagem baseada em problemas: uma experiência focada nos riscos socioambientais relacionada ao consumo de alimentos industrializados

Abstract

The present work is a case study carried out at the Cônego Sequeira Municipal School regarding the theme of socio-environmental risks related to the consumption of industrialized foods. It aims to involve and mobilize students in learning scientific knowledge in a more contextualized way and starting from their own reality, proposing a dialogue and reflection on the potentialities and obstacles of using the educational methodology of Problem-Based Learning (PBL) in teaching of Geography, as well as other subjects, in the daily life of Basic Education schools. It can be inferred that the positive aspects prevailed over the negative ones, namely the evolution of students when encouraged to work in groups, the incentive to autonomy, the stimulus to student protagonism, as well as the opportunity to learn scientific content in another methodological format completely different from traditional lectures. Regarding the obstacles, learning difficulties without centralization of teaching by the teacher stand out, conflicting situations that occur during group activities and, finally, resistance of teachers from other disciplines to participate in the educational experience with the use of a new methodological proposal. Therefore, PBL, as it is an active methodology centered on the student as the protagonist in the teaching and learning process, presents itself as a possible alternative for teaching Geography, as well as other school subjects. The methodology presents an alternative to the need for diversification and improvements in the teaching and learning process in the current context of Basic Education.