KNOWLEDGE INTEGRATION IN STATIC MULTIMEDIA. AN APPROACH THROUGH THE PROJECT-BASED LEARNING METHODOLOGY

Abstract

In an increasingly demanding educational context, marked by the complexity of contemporary society, it becomes imperative to adopt methodologies that promote autonomy, student agency, and the development of transversal competencies. This article stems from a pedagogical intervention carried out as part of a professional internship integrated into the Master's in Computer Science Education, and its objective was to investigate the contribution of projectbased learning, articulated with static multimedia content, to the promotion of meaningful learning. The research, qualitative in nature, used direct observation, analysis of student reflections, individual interviews, and critical evaluation as data collection procedures. Content analysis allowed for the interpretation of the collected data, sustained by a triangulation of evidence anchored in theoretical foundations. The results highlight the methodology's potential for integrating technical knowledge and developing competencies from the Profile of Students Leaving Compulsory Education (PASEO), with communication and cooperative work standing out. It was found that the implemented methodology fostered a dynamic and collaborative learning environment, favoring student involvement, autonomy, and interdisciplinary articulation through the realization of a final product.