Estudio comparativo: aulas inclusivas mediante el aprendizaje basado en proyectos

Abstract

This article proposes project-based learning (PBL) as a methodological strategy to develop destrezas con criterio de desempeño (skills with performance criteria), and promote inclusion in students’ autonomous learning and collaborative work. It is a comparative study carried out in two different school contexts: an urban school and a bilingual rural one. The research starts with a diagnosis of the level of development of skills and a methodological guide based on the PBL is designed. The applied method is participant action research with a mixed approach. Data was collected through participant observation, survey, and indepth interview; and, for the analysis of the results, triangulation was applied. The following results were obtained: the perception of the flexibility of the PBL to be implemented in different contexts, its inclusive potential, and its ability to motivate learning in participatory spaces in order to promote inclusive classrooms.