PROBLEM-BASED LEARNING FOR THE TEACHING-LEARNING PROCESS

This essay aims to analyze the importance of problem-based learning for the development of the teaching-learning process. For its fulfillment, a bibliographic review study was developed, based on historical-logical research methods, documentary analysis, hermeneutics and content analysis, through which it was possible to conclude that there are different ways of defining Problem-Based Learning. It is considered a technique, a method or a methodology; but they all agree on the student's participation as the center of the teaching-learning process and the activation of learning through the contradiction between prior knowledge and the current cognitive needs to solve problems. This method favors meaningful learning and is based on the theories of the constructivist paradigm of learning. There are different procedures for its realization in educational practice, but it has common invariant aspects, including learning around the solution of a problem, the students as the center of learning, autonomous learning, collaborative work in small teams, the environment of trust for the construction of learning, investigative activity, and individual and collective responsibility.