Open AccessSchool projects in priority educational territories - geographical experiences in University of Oporto (Portugal)
Author(s) -
Elsa Pacheco,
Laura Soares,
Salomé Ribeiro
Publication year - 2020
Publication title -
didáctica geográfica
Language(s) - English
Resource type - Journals
eISSN - 2174-6451
pISSN - 0210-492X
DOI - 10.21138/dg.546
Subject(s) - socioeconomic status , context (archaeology) , work (physics) , promotion (chess) , intervention (counseling) , fragmentation (computing) , pedagogy , test (biology) , medical education , sociology , mathematics education , psychology , political science , geography , engineering , medicine , population , mechanical engineering , demography , archaeology , psychiatry , politics , law , computer science , operating system , paleontology , biology
Current education must prepare students for a global, uncertain and rapidly changing world, and this is not achieved with the excessive fragmentation of knowledge that occurs in school subjects. This is more evident when we talk about territories that, due to their characteristics of socioeconomic or cultural exclusion, make the education of young people an even greater and priority challenge. In this sense, a group of higher education teachers implemented Project Based Learning with students from elementary and secondary schools enrolled in the Educational Territories Program for Priority Intervention (TEIP), trying to test more engaging work methodologies for these students. These experiences are presented in this article, discussing the importance of project work for the promotion of school activities, the context of the TEIP program and the projects developed, to finally conclude on the significance of the contents covered in learning and training of young students.