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Power outage and project-based learning in an Argentine primary school: the key role of teachers

This paper deals with a Project Based Learning (PBL) experience in an Argentine primary school that was the result of a massive and extended power outage. Our immersion in the field involved non-participant observations in teachers’ meetings and in classes either inside or outside the classroom. We...

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Autores Principales: Fanaro, Maria de los Ángeles, Suasnábar , Juan, Elgue , Mariana
Formato: Artículo revista
Lenguaje:spa
Publicado: Universidad Nacional del Litoral 2021
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10735
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spelling oai:bibliotecavirtual.unl.edu.ar:article-107352021-12-10T15:57:53Z Power outage and project-based learning in an Argentine primary school: the key role of teachers Apagón eléctrico como puerta al aprendizaje basado en proyectos en una escuela primaria Argentina: el papel fundamental de los docentes Fanaro, Maria de los Ángeles Suasnábar , Juan Elgue , Mariana This paper deals with a Project Based Learning (PBL) experience in an Argentine primary school that was the result of a massive and extended power outage. Our immersion in the field involved non-participant observations in teachers’ meetings and in classes either inside or outside the classroom. We provide a description of the whole project development, identifying all hallmarks of PBL and reflecting on how it operates in the school dynamics. A conclusion is drawn on the outstanding role of teachers’ attitudes and actions as conditioning factors for PBL development, and thus, on teachers as key actors in class innovation. Keywords: PBL; pedagogical innovation; teacher; primary school  En este trabajo se analiza una experiencia de Aprendizaje Basado en Proyectos (ABP) en una escuela primaria argentina generado a partir de un apagón eléctrico masivo y extendido en el tiempo. Se realizó una inmersión en el campo con observaciones no participantes en reuniones del equipo docente, en clases dentro y fuera del aula. Se presenta una narración del proyecto desde su gestación hasta el cierre, identificando en cada momento las señas de identidad propias del ABP reflexionando sobre su puesta en juego en la dinámica escolar. Se concluye sobre el papel destacado de las actitudes y las acciones de los docentes, como condicionantes para el desarrollo de un ABP, siendo ellos los actores clave de la innovación en el aula. Universidad Nacional del Litoral 2021-10-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artículo Articulo info:ar-repo/semantics/artículo Artículos evaluadores por doble ciego Double blind evaluation articles application/pdf text/html text/xml application/zip https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10735 10.14409/ie.2021.14.e0006 Itinerarios Educativos; Núm. 14 (2021): Itinerarios Educativos; e0006 Itinerarios Educativos; No 14 (2021): Itinerarios Educativos; e0006 Itinerarios Educativos; n. 14 (2021): Itinerarios Educativos; e0006 2362-5554 1850-3853 10.14409/ie.2021.14 spa info:eu-repo/grantAgreement/EC/FP7/ https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10735/14273 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10735/14274 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10735/14275 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10735/14276 info:eu-repo/semantics/openAccess Derechos de autor 2021 Itinerarios Educativos
institution Universidad Nacional del Litoral
collection Publicaciones periódicas
language spa
format Artículo revista
description This paper deals with a Project Based Learning (PBL) experience in an Argentine primary school that was the result of a massive and extended power outage. Our immersion in the field involved non-participant observations in teachers’ meetings and in classes either inside or outside the classroom. We provide a description of the whole project development, identifying all hallmarks of PBL and reflecting on how it operates in the school dynamics. A conclusion is drawn on the outstanding role of teachers’ attitudes and actions as conditioning factors for PBL development, and thus, on teachers as key actors in class innovation. Keywords: PBL; pedagogical innovation; teacher; primary school
author Fanaro, Maria de los Ángeles
Suasnábar , Juan
Elgue , Mariana
spellingShingle Fanaro, Maria de los Ángeles
Suasnábar , Juan
Elgue , Mariana
Power outage and project-based learning in an Argentine primary school: the key role of teachers
author_facet Fanaro, Maria de los Ángeles
Suasnábar , Juan
Elgue , Mariana
author_sort Fanaro, Maria de los Ángeles
title Power outage and project-based learning in an Argentine primary school: the key role of teachers
title_short Power outage and project-based learning in an Argentine primary school: the key role of teachers
title_full Power outage and project-based learning in an Argentine primary school: the key role of teachers
title_fullStr Power outage and project-based learning in an Argentine primary school: the key role of teachers
title_full_unstemmed Power outage and project-based learning in an Argentine primary school: the key role of teachers
title_sort power outage and project-based learning in an argentine primary school: the key role of teachers
publisher Universidad Nacional del Litoral
publishDate 2021
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10735
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score 11.8626

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