PEDAGOGICAL PRACTICE AND PROBLEM-BASED LEARNING: AN ANALYSIS FROM ACTION RESEARCH

Abstract

This research article aimed to understand pedagogical practices and their relationship with problem-based learning from the perspective of research, and pedagogical action, where the teacher preconfigures, applies and evaluates his practice. The methodological approach was oriented from the qualitative paradigm with a method of pedagogical action research. Seventy-five students, one teacher and one external observer participated in the study. The findings of the study show that the pedagogical practices, through the design and implementation of a guide based on Problem Based Learning (PBL), stimulate the active and responsible participation of the student in their learning process.