Between rails and trails: experience report of the use of Problem-Based Learning in a psychology course

Abstract

Problem-Based Learning (PBL) is a teaching-learning method based on the active construction of knowledge by the student. Implemented in a psychology course in the city of Salvador / Bahia in 2009, it has generated reflections by part of the faculty about the adequacy of its use, considering the specificities of this area of knowledge, the structural adaptations necessary to the context in which it is applied and to the formation of its tutors group. The article aims to oppose the established rules for its utilization in the paths covered over seven years of history with the method in said course, based on the experience report of one of the tutors, resulting from reflections about their pedagogical practice with the method and their participation in institutional meetings. It is concluded that the structure of the method is important for pedagogical guidance, and that adaptations are necessary to the context in which it is applied. Nevertheless, its main objective should not be distorted, that is, the subjective displacement of the student to the place of knowledge builder.