PROJECT-BASED LEARNING AS A DIDACTIC STRATEGY

Education requires overcoming educational approaches focused on the transmission-reception of knowledge, promoting actions that promote meaningful learning through the increasingly close bond between teachers, students and the community. It delves into the particularities of Project-based Learning (PBL) and its value to transform the training process, supported by new roles assigned to the teacher and the student, as well as new ways of conceiving the different didactic components. Research that uses theoretical methods (historical analysis, analysis-synthesis, induction-deduction), and empirical methods and techniques (questionnaires, observation guide), to understand and reflect on the theoretical foundations of the proposal. The article aims to assess the potential of PBL as a didactic strategy and from this premise the teaching-learning process of the Charapoto Educational Unit, Canton Sucre, Ecuador, period 2020 is characterized; deficiencies in the strategies employed by teachers are diagnosed; Theoretical and methodological requirements are determined that must characterize the activities or tasks of a project-based teaching-learning process and reflections are made on possible benefits that students could acquire through a pedagogical practice that is based on PBL.