Teaching and learning from curriculum-based projects: a proposal for inclusive schools

Abstract

Educational settings are suitable spaces to consider how pedagogical innovation is an opportunity to rethink teaching and learning, in such a way that they respond to the need to transform knowledge and present reality in the classroom, that is, the diversity of thought, knowledge, experiences, interests, cultures, and trajectories within an inclusive framework.

This work aims to present a proposal for teaching and learning from the development of projects based on curriculum progressions, implemented in flexible and dynamic classrooms where interactions, dialogue, and collaborative work take on new meaning and value. Thus, by eliminating contextual barriers, innovative practices can emerge that integrate knowledge and seek to break with the subject-based and segregating view present and entrenched in our schools.

Through a qualitative approach and using the documentary analysis technique, learning experiences are collected and analyzed that respond to projects developed under the Problem-Based Learning methodology and that progressively articulate the curriculum. On the other hand, the perceptions of teachers who implemented the experience are collected, putting traditional teaching and the innovations implemented in tension. The results show the relevance of collaborative work to design and implement teaching methodologies for inclusion, since it is driven by the articulation and progression of the curriculum. The proposal shows the feasibility of having active classrooms, where experience and mediated  learning are possible as a result of continuous synergy.