| dc.description.abstract | The main objective of the present research is to analyze the development and
application of a project in order to understand how project-based learning (LARMER,
MERGENDOLLER e BOSS, 2015; KRAUSS e BOSS, 2013; STOLLER, 2006;
SCHLATTER e GARCEZ, 2012) can contribute to an integrated and contextualized
teaching that integrates language and content (COYLE, HOOD e MARSH, 2010;
DALE & TANNER, 2012). In their discussions Larmer, Mergendoller e Boss (2015),
they argue that project-based learning creates opportunities for students to realize a
real need to know something, so they can use this knowledge to solve a problem or
answer a question that matters to them. To conduct this research, we adopted the
perspective of a qualitative research (Dias, 2000). The data collection considered the
project's teaching plan and the final report prepared for the Supervised Curricular
Internship discipline. The research is justified because, in the context of teaching and
learning in AL, project-based learning presents itself as one of the options for the
development of the general competences that must be developed throughout basic
education and is defined as a way of organizing learning based on topics relevant to
students and the content needed to develop the referred theme. Thus, it is
understood as important to understand how language teaching can be integrated into
content teaching. The data analysis points out that project-based learning enables an
integrated teaching of language and content, and, for this reason, it can contribute to
the perception of value and purpose of learning AL. | en |
