Project-based learning in the context of environmental education

a pedagogical experience in postgraduate studies

Abstract

This article proposes an analysis of a pedagogical experience in which the active teaching methodology Project-Based Learning (PBL) was used within the scope of environmental education. The data collection method adopted consisted of participant observation, complemented by recording in a field diary. Data analysis was carried out following the Content Analysis guidelines, with the help of MAXQDA software for coding. The results reveal a diversity of themes, application methodologies and target audience in the projects proposed by students during the PBL, to promote environmental education. Furthermore, during the students' presentations, skills such as collaboration were identified. It is concluded, therefore, that the use of PBL in the context of environmental education proved to be positive in this pedagogical experience.