PROBLEM-BASED AND PROJECT-BASED LEARNING: CONTRIBUTIONS OF ACTIVE METHODOLOGIES ACROSS EDUCATIONAL LEVELS, FROM EARLY CHILDHOOD EDUCATION TO YOUTH AND ADULT EDUCATION

Abstract

Problem-Based Learning and Project-Based Learning have gained prominence as educational approaches that encourage students to take a more active role in the teaching and learning process. This study aimed to analyze the foundations, characteristics, and possibilities of these methodologies across different educational stages and modalities, including Early Childhood Education, Elementary Education, Secondary Education, Higher Education, and Youth and Adult Education. The research was conducted through a literature review, encompassing both national and international studies on the subject. The findings indicate that the use of problems and projects contributes to the development of autonomy, critical thinking, collaboration, and the ability to apply knowledge in real-world situations. The study also highlights the importance of digital technologies in supporting innovative pedagogical practices. It is concluded that these methodologies represent relevant alternatives for promoting more meaningful, participatory, and context-connected learning experiences aligned with current educational demands.