The Micropolitics of Project Based Learning: three cases for understanding interdisciplinarity, fostering transversal competences and their development, implementation and success
Project-based learning is a methodology that poses challenges for teachers and students, as well as for the school, insofar as it entails the implementation of new relationships with and among knowledge, among participants and the institution, endowed with a particular organizational culture. This s...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Revista Música Hodie (Online) |
| Idioma: | español |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/82487 |
| Acceso en línea: | https://revistas.ufg.br/musica/article/view/82487 |
| Access Level: | acceso abierto |
| Palabra clave: | Transversal competences Project Based Learning Micropolitics InterInterdisciplinary music projects Secondary Education Competencias transversales Aprendizaje basado en proyectos Micropolítica Proyectos musicales interdisciplinares Educación Secundaria |
| Sumario: | Project-based learning is a methodology that poses challenges for teachers and students, as well as for the school, insofar as it entails the implementation of new relationships with and among knowledge, among participants and the institution, endowed with a particular organizational culture. This series of particular dynamics gives rise to a specific micropolitics, which allows characterizing educational experiences in different dimensions. The purpose of this study is to examine the relationships established among participants and with the school culture during the process of preparation and development of interdisciplinary educational projects, as well as the factors that contribute to the success or failure of such projects. For this purpose, a qualitative approach has been implemented, through the analysis of three initiatives carried out in high schools located in the cities of Zaragoza and Granada. Non-participant observation, focus groups and documentary analysis were used to collect information. The main findings reveal that the multiple administrative demands inherent to school organization (discourage) interdisciplinary work in such projects. In addition, it has been observed that certain dynamics of (interdisciplinary) dialogue between teachers and student participation encourage the development of transversal competencies such as creativity, entrepreneurship and education for equality, which are in tension with the actual conception of PBAs. Consequently, it is concluded that the reasons for the success or failure of the projects are related to school organization, the demands of the administrations and the teaching culture, the desires and efforts of the teachers, and the will to offer real participation to the student body. |
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