Resumen

FEENEY, Silvina; MACHICADO, Gimena  y  LARROSA, Luana. El Aprendizaje Basado en Proyectos como política de enseñanza: algunos interrogantes. Prax. educ. [online]. 2022, vol.26, n.3, pp.136-158. ISSN 0328-9702.  http://dx.doi.org/https://doi.org/10.19137/praxiseducativa-2022-260308.

The work analyzes the use given to Project-Based Learning in the voice of educational policy documents whose recommendations have a strong impact on teaching. Since the early 2000s, PBL has been a teaching strategy explicitly considered in different educational policy recommendations, but it is in the 2015-2019 period that it is considered an efficient strategy to improve school performance. In this work, we intend to make a historical journey that allows us to identify the coordinates that give rise to the PBL, its characteristics and its conditions of use; analyze the treatment of PBL in the framework of educational policy for the period 2015-2019; and present some conclusions and pending questions about the use of PBL in the teaching of secondary schools that serve students from social sectors in vulnerable situation.

Palabras clave : teaching strategy; Project-Based Learning; teaching policies; secondary schools; students in vulnerable situations.

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