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The objective of this paper is to discuss, within the perspectives of the method problem based learning (PBL), strategies to maintain students' interest towards the subject in the face of uncertainty versus practice. Offer a discipline based on PBL in higher education institution focused on business-related courses, where it is not mandatory is a relevant differential. On the other hand, if the student shows interested in working in an environment of high practicality, convenience realizes that unmeasured risk implies a priori and requires a lot of work. The competition activities with other disciplines causes, besides the interest, the adequacy of time and constant "instigate and support" are exercised. As experienced conclusions by experience, may indicate that some of the most important elements in the process are: (i) the auction problems, (ii) the criterion for defining the leader, (iii) the process of "allocation" of participants, (iv) expansion and reduction in the treatment of the problem, (v) the choice of company data accessibility, (vi) clear rules for formatting and structure of the project and final report, (vii) forms of access and encouragement to literature, (viii) classes for targeting and strengthening activities, (ix) checklist activities of tutorial sessions and (x) feedback of socialization, self-assessment and learning process. These key ingredients for success in the discipline should be defined a priori and managed during the course.

PRACTICE VERSUS UNCERTAINTY: HOW TO MANAGE STUDENT THIS TENSION IN IMPLEMENTING DISCIPLINE THROUGH THE PRISM OF THE PBL METHOD?