Overview

There is a clear need for schools to reinvent themselves to become spaces rich in experiences that go beyond disciplinary compartments, connecting people, ideas, social problems, etc. In this sense, through Problem-Based and Project-Based Learning, the importance of the active role of students in the construction of knowledge has been recognised. This knowledge must be anchored in the everyday reality and practice of students and schools, thus breaking down disciplinary boundaries and methods that fragment it and valuing collective work. So much so that a prototype was previously launched, based on the demands of a specific community, as a way to encourage the adoption of classic works of literature through marketing strategies. Thus, this work analyses the impacts of the prototype applied based on the perceptions felt and stated by the teachers in question.

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