Estrategia metodológica para fomentar aulas inclusivas a través del aprendizaje basado en proyectos: Un estudio comparativo multicaso

Abstract

The present innovation project presents Project Based Learning (PBL) as a methodological strategy that promotes the development of Skills with Performance Criteria (DcCD) and promotes inclusion processes for autonomous learning and collaborative work by students. The multicase comparative study is developed in two different school contexts, in two eight-year classrooms in the area of Language and Literature, in an urban Spanish school (EGB) and in a bilingual rural school (EGBIB). It was based on a diagnosis of the level of development of DcCD, from which a methodological guide was designed and implemented based on the PBL. This guide has as fundamental elements the definition of the roles of the teacher and the student for the learning by projects and the phases that structure the guide. We have worked on the Participatory Research-Action logic focused on the qualitative analysis of teaching-learning processes. The data collection has been generated through participant observation, survey and in-depth interview. Subsequently, triangulation has been carried out to analyze the results. Among the main results are the perception of the flexibility that the PBL has to implement in diverse contexts, its inclusive potential in the teaching-learning processes and the ability to motivate students to learn in spaces of participation, from their individualities and in equality of conditions together with the other actors involved in educational processes. In conclusion, the methodological guide has fostered inclusive classrooms.