THE PROJECT BASIC LEARNING, A DIDACTIC STRATEGY FROM HISTORY AND GEOGRAPHY, TO DEVELOP THE CIVIL PARTICIPATION IN THE EDUCATIONAL COMMUNITIES

Abstract

The present article proposes to recognize and to analyze, in an introductory way, the strategy of Project Based Learning as an alternative and opportunity key to implement experiences that promote the civil participation in the educational communities, from a Critical Didactics of the History, Geography and Social Sciences. All that to favor the civil formation and the development of the own skills of thought of the 21st century, connecting experiences and royal products with the school community and the social nearby environment, across one of the beginning of this approach that is the presentation of results to public hearings, different from the course and from the teacher who guides the subject. The methodology used is of interpretive and analytical character, that is to say, hermeneutically dialectically and critically. The strategy of Project Based Learning is pertinent and coherent with the sense of the learning of the History, Geography and Social Sciences, that is to say, with the national curriculum from a procedural approach of the discipline; the orientations of the Plan of Civil Formation and with the active learning like approach that favors the development of skills, such as, the communication, the critical thought, the resolution of problems, the autonomy and the collaborative work.