Adoção do Modelo Life Cycle Canvas no contexto da aprendizagem baseada em projetos

Abstract

The research aims to realize how the Life Cycle Canvas model can support Project-Based Learning when in the learning context of Management students. The work is characterized as exploratory and brings a qualitative approach to explain this phenomenon in the context in which it happens. To achieve this objective a field research was carried out, in which the researcher conducted a course in Management course at a Federal Institution of Higher Education, which was analyzed the development of the competences of 16 students from the context of the models inserted in the discipline. Data collection was done from the students' learning portfolios and a questionnaire, as well as the observation of the researcher and a press conference. Content analysis was used for the treatment of the data generated in the discipline supported by the software NVivo and Copy Spider. As results, we have that the main theoretical contribution was the alignment between the skills and abilities that are part of the learning of a Manager with those who benefit from PjBL. In this sense, it was verified that the LCC does not directly support the development of competences, however it supports the learning model which, therefore, ends up benefiting the development of competencies. Thus, the LCC model is shown as an auxiliary in the project-based learning environment, while the students in this context need to make a project, feel safer in decision-making since the model prints on its own communication and a dynamism that has proved necessary. The challenging environment that PjBL promotes, fits synchronously to the training context of an administrator. In a complementary way, it was evidenced the need that the students of Management feel throughout the course about the lack of practice during the disciplines. The practice was one of the strong points of the discipline, which ended up stimulating the students mainly in the skills of problem solving and teamwork. Thus, the study showed that the assumption was confirmed, and the students understood that only the fact that the LCC helps the project, would therefore be a facilitation in the discipline, resulting in a facilitation in the learning process. The study, in addition to creating critical mass on experiences with PjBL in Management Education in Brazil, inaugurates the use of a project management model throughout a discipline, as an aid in student development in its learning.