PROJECT-BASED LEARNING IN CURRICULAR EXTENSION:
EXPERIENCE REPORT IN THE BACHELOR OF PHYSICAL EDUCATION
DOI:
https://doi.org/10.5212/Rev.Conexao.v.22.26007.029Abstract
The curricular integration of extension activities (Resolution CNE/CES nº 7/2018) integrates teaching, research, and social intervention into undergraduate curricula. This report analyzes the implementation of Project-Based Learning (PBL) in an extension discipline of the Physical Education program at UNIFESO, conducted between May and July 2025, in hybrid online evening mode, with 35 fourth-semester students. Considering the modality's limitations and students' work profile, simulated scenarios were adopted that mimicked professional demands in health promotion. Each group developed and executed intervention projects targeting specific populations. The evaluation resulted in an average grade of 4.73 (86% achievement), with no dropouts. The analysis showed that PBL fostered the development of technical, ethical, and social competencies, as well as student protagonism and collaborative work. However, simulated scenarios limited interactions with real contexts of social vulnerability, recommending greater territorial insertion in future experiences. The experience demonstrates that PBL is an effective strategy for curricular integration of extension activities.
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