DIDACTIC PROJECTS: A TRAINING CONCEPTION AND APPROPRIATION OF THE WORLD

Abstract

The article proposes a discussion about education from Didact Projects, whose purpose is the formation of people capable to produce knowledge in an informational world progressively more complex and provisional, in view of the advances in information and computing technologies.  Initially, it emphasizes that the realization of Didactic Projects implies a deep change in the concept of school education and in the way the knowledge production in school is understood. It argues that in the Didactic Projects it is not only the content in question that forms the subjects involved, but the way they get to know them. From this, concept it proposes the school as a place of learning that conceives the act of knowing as a collective work in the experience of the subjects in relation to the world and the accumulated knowledge. It also emphasizes that problematization is a fundamental aspect because what it is at stake in Didactic Projects is the possibility to build the habit to propose problems and to find their solutions as a way of learning. It highlights the relevance of evaluation in the execution of Didact Projects and discusses the use of work schedules as an instrument to learn how to take decisions and monitor the process of learning itself. Finally, it argues in favor of knowledge as a collective production and education as a public education whose principal aim is to train people.