Resumo

RIVAS, Pedro J. Pedagogical classroom projects: between the risk of losing everything or gaining very little. Educere [online]. 2006, vol.10, n.35, pp.637-643. ISSN 1316-4910.

The following paper presents the final partial report of an ethnographic qualitative research undertaken with Primary School teachers in the state of Mérida between the years 2000 and 2006. This research aimed to determine the pedagogical and afective-valorative efect of the pedagogical classroom projects and their relation with the learning subject, the curriculum and reality. The results show that for most teachers a technical-disciplinary concept of knowledge predominates, as well as indiference in considering the students’ previous knowledge, ignoring or converting the transversal axis into content and directing evaluation with an instrumentalist vision. These situations deny the socializing potential of project planning, do not take advantage of the democratic value of participation, do not encourage community work and weaken development and consolidation of values in school-age children. The paper ends by expressing worry about the low self-esteem of the teachers and lack of interest in strengthening their afective attributes, such as commitment to creative and imaginative work, recognition of the other, closely following the academic inclusion of their students and the development of their permanent development as a condition for academic vitality and social relevance.

Palavras-chave : pedagogical classroom project; curriculum; primary education; teacher un-development.