From Content to Protagonism: The Implementation of Project-Based Learning in High School and Its Implications for School Management

Bernardo Zacaron Salles do Carmo; Luciana Cristina de Souza

DOI: 10.22167/2675-6528-202602720

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

This study analyzed the implementation of Project-Based Learning (PBL) in English classes for 1st and 2nd year High School students at a private institution in São Paulo, with the objective of investigating its pedagogical and school management implications. The research, qualitative in nature, was characterized as an experience report, based on participant observation and analysis of student productions throughout a school semester. The pedagogical proposal consisted of producing original short films, structured by a didactic sequence that articulated theory and practice, favoring the use of the English language in meaningful contexts. The results showed an increase in student engagement and protagonism, as well as the development of skills such as collaboration, creativity, and critical thinking. However, challenges related to time management, students’ adaptation to autonomy, and the adequacy of assessment tools were identified. The role of school management in creating institutional conditions to support the proposal was highlighted. It was concluded that the effectiveness of PBL is conditioned by the alignment between pedagogical practices and school management, demanding structured planning, continuous monitoring, and openness to adjustments.

Keywords: Meaningful learning; English teaching; School management; Active methodologies; Student protagonism.

1. Introduction

Classroom management has been one of the main challenges for educators and school administrators, especially in light of changes in pedagogical approaches that seek to make the student an active agent in the learning process. In this context, active methodologies represent a significant shift in education, promoting greater autonomy and protagonism for students (Moran, 2015). Understanding and applying effective classroom management strategies become essential for creating a dynamic and participatory teaching environment (Kolb, 1984).

Active methodologies have stood out for valuing students’ participation in the construction of knowledge, stimulating autonomy and the active construction of learning, which favors deeper learning (Moran, 2013). Among the various active methodologies, Project-Based Learning (PBL) presents itself as a relevant alternative for promoting student engagement and the development of essential skills for the 21st century (Papert, 1993).

However, in High School, the implementation of active methodologies, especially project-based learning, faces considerable challenges. These require changes in class organization, time management, and evaluation strategies, including assessment systems. The transition from the traditional model, based on passive content transmission, to a student-centered model requires adaptations from both teachers and students (Vygotsky, 1978). Thus, it is fundamental to understand how these methodologies are structured in practice, what impacts they generate in the classroom dynamic, and how learning assessment is conducted (Dewey, 1938).

Beyond purely pedagogical aspects, the implementation of active methodologies requires strategic action from school management. It is up to the manager to create institutional conditions that enable these practices, which involves organizing infrastructure, promoting continuous training for teachers, and mediating possible cultural resistances present in the school environment. The adoption of active methodologies is not restricted to teaching practice but directly depends on decisions and directions at the management level, with the organization and management of the school being decisive for the effectiveness of pedagogical practices (Libâneo, 2013).

The relevance of this study is justified by the growing need for innovation in the school environment, aiming for a more meaningful education aligned with contemporary demands, which caters to an increasingly diverse student body in terms of interests and issues. In light of this, the objective of this study was to analyze the use of active methodologies, focusing on PBL in English classes, for 1st and 2nd year High School students, considering the methodological practice in the implementation, sustentation, and viability of these practices in a private institution in the capital of São Paulo.

2. Material and Methods

The present study was characterized as an experience report, an approach that describes the conception and implementation process of a pedagogical proposal, highlighting its stages and the projects developed (Lüdke and Cruz, 2010). A qualitative approach was adopted, seeking to understand and analyze pedagogical practice in its real context (Minayo, 2001). This nature allowed for the investigation of the implications of active methodology in the classroom dynamics and school management.

The research was conducted in a private educational institution located in the city of São Paulo, which serves students from Early Childhood Education to High School. The institution has approximately 3.7 thousand students and about 700 teachers, with 49 years of operation in the educational market. The study participants were 1st and 2nd-year High School students enrolled in the English subject, taught by the researcher.

Data collection occurred throughout one academic semester and was based on participant observation, as the researcher directly acted as the discipline’s professor. Complementarily, an analysis of student productions developed during the process was carried out, a common strategy in studies that investigate educational phenomena in their natural context (Lüdke; André, 1986). The collection instruments included surveys, reading and writing activities, and student productions.

The pedagogical intervention consisted of implementing Project-Based Learning (PBL) in the English subject for 1st and 2nd year High School students. The process was structured in sequential stages, starting with the semester planning, where objectives, content, and evaluation criteria were defined. Next, the final product conception stage took place, in which students were introduced to the course concepts and began to develop the deliverables planned for the project.

The pedagogical proposal focused on the production of original short films, lasting 2 to 4 minutes, in the horror or suspense genres, previously studied. To guide this production, a didactic sequence organized into seven 50-minute classes was applied, with planned objectives and activities (Zabala, 2015). This didactic sequence, defined as a method of linear organization of thematic content (Dolz, Noverraz and Schneuwly, 2004), included the introduction of concepts and the progressive development of deliverables.

The following steps of the didactic sequence included character and story structure construction, where students elaborated character profiles and outlined the plot of their shorts using a three-act structure graphic organizer. Subsequently, in the script and storyboard stage, students were introduced to the technical and narrative elements of screenwriting. They developed scripts and storyboard sketches, translating their ideas into the visual and technical format of an audiovisual production.

The filming stage, which used two classes from the sequence, required organization and cooperation from the students to record the planned scenes in the school’s spaces, such as classrooms, corridors, and courtyards. To enable the use of electronic devices, meetings were held with the pedagogical management, aligning the proposal with Law nº 15.100/2025. It was decided that the use would be authorized in a controlled manner, through a formal document prepared by the teacher, describing the project, groups, days, and times of use (Annex I).

The final phase of the intervention included the presentation of short films and a moment of self-assessment and co-assessment, consolidating the learning experience. Throughout the process, student productions, such as scripts, storyboards, character profiles, and the final short films, were analyzed to monitor the development of English language learning and the application of knowledge about audiovisual language. The assessment occurred continuously, considering the different stages of construction and the objectives established for the course.

3. Results and Discussion

The implementation of Project-Based Learning (PBL) in the English subject, for 1st and 2nd-year High School students, revealed a significant impact on pedagogical dynamics and school management. The course, titled “Following the Yellow Brick Road to Cinema Language”, was designed to explore cinematic language in English, integrating linguistic, cultural, and creative aspects. It was found that the approach promoted the development of students’ communicative competence through critical analysis and the production of verbal, visual, and audiovisual texts, stimulating critical thinking and creative expression, in accordance with the semester plan that articulated theory and practice in an integrated manner.

The general research results showed a notable increase in student engagement and protagonism, in addition to an expressive development of socio-emotional skills, such as collaboration, creativity, and critical thinking. This approach transformed the role of the teacher, who began to act as a mediator and advisor, while students assumed a more active stance in knowledge construction. Such a change is fundamental in active methodologies, which shift the focus from content transmission to the facilitation of meaningful and collaborative experiences (Bacich & Moran, 2018).

However, the implementation of PBL also brought challenges, especially related to time management and students’ adaptation to a higher level of autonomy. Some groups demanded more individualized support, which highlights the need for differentiated pedagogical strategies to meet diverse learning profiles (Hernández, 2020). School management played a crucial role in creating institutional conditions to enable the proposal, mediating between pedagogical demands and institutional norms, which is essential for the effectiveness of innovative practices (Libâneo, 2013).

Second stage product conception

The didactic sequence was organized into seven fifty-minute classes, each with planned objectives and activities for students to experience the creation of a short film. Initially, students were introduced to the concepts of cinematic language and film history, exploring scene composition, narrative structure, and the elements of the horror and suspense genres. This stage aimed to deepen the theoretical knowledge that would be applied in the production of the authorial short film, integrating theory and practice.

In the initial moment of the didactic sequence, students were introduced to the project’s scope and reviewed the concept of a logline, a term used to synthesize the story of a short film. They received material with questions about characters and the narrative to be developed, aiding in the construction of the logline. Finally, the difficulties encountered during the construction process and how they impacted the product were discussed, promoting an initial reflection on the complexity of audiovisual creation.

Third stage – Of character construction and story structure

The second class in the didactic sequence focused on developing the profile of the main characters in the short films, using a material called “Character Profile”. The objective was to deepen the construction of the protagonists and narrative conflicts, preparing the ground for scriptwriting. This activity reinforced the importance of well-developed characters for the cohesion and emotional impact of the story, according to principles of thematic content organization (Dolz, Noverraz & Schneuwly, 2004).

Students filled out a character profile template, reflecting on striking traits, fears, strengths, weaknesses, main objective, central conflict, and transformation throughout the narrative. These elements were widely discussed in class, with the professor circulating among the groups to assist with doubts and provoke deeper reflections on the coherence and verisimilitude of the constructions. This interaction was crucial to ensure the solidity of the narrative foundations of the projects.

After finalizing their profiles, students filled out the 3-Act Structure Graphic Organizer, outlining the plot of their short films in setup, confrontation, and resolution. They were encouraged to observe typical tropes of the suspense and horror genres, such as isolation and rising tension. This moment allowed them to visualize the dramatic progression of their stories, organize the main events, and identify points of tension and narrative twists, culminating in the informal sharing of ideas and constructive suggestions among the groups.

Fourth Stage – From script to storyboard

The third class of the didactic sequence introduced students to the technical and narrative elements of screenwriting and the concept of storyboarding. This stage was fundamental for transposing the ideas previously developed, such as logline, character profile, and narrative structure, into the visual and technical format required by an audiovisual production. The class began with the projection and collective reading of a model script, highlighting essential elements such as scene formatting, location, time, actions, and dialogues.

Students were instructed to observe the use of rubrics, the indication of the environment, and the format of the dialogues with their respective tone or emotion markings. Then, they began to write the first scene of their own scripts, applying audiovisual language and thinking about the scene clearly and practically for future filming. During the activity, groups were offered guidance on the clarity, rhythm, and coherence of the scenes, promoting the progressive and articulated application of knowledge.

Finally, students were introduced to the concept of storyboarding, with a brief explanation of its function as a visual guide for filming. Despite the initial focus on scriptwriting, the groups began simple sketches of camera shots and movements they envisioned for their scenes. Four of these sketches were submitted as part of the portfolio, and the material was also used in the evaluation process of the final short film delivery, continuously integrating theory and practice.

Fourth Stage – Filming

The fourth stage of the didactic sequence was dedicated to the practical process of filming the scenes planned by the students, representing a key moment of the project. This phase required students to organize, cooperate, adapt, and concretely apply the knowledge built in previous stages. The focus was not limited to image capture, but to experiencing the technical and creative process of audiovisual production, using two classes of the sequence for this stage due to its complexity.

Meetings between the professor and the pedagogical management of High School were held to align institutional guidelines on the use of electronic devices, in accordance with Law nº 15.100/2025. A solution was sought that would enable the pedagogical proposal without disregarding legal regulations, resulting in the controlled authorization of device use through a formal document. This action demonstrated the role of school management as a mediator between pedagogical demands and institutional requirements, ensuring the implementation of innovative practices in an organized manner (Libâneo, 2013).

The filmmaking class began with the review of scripts and storyboards, reinforcing technical and logistical considerations such as noise control, lighting, continuity, and camera positioning. Basic notions of scene direction and team organization were addressed, with role division. The groups organized themselves to record the first scenes, using school spaces as settings and respecting safety limits. The teacher’s continuous guidance assisted in solving unforeseen issues, such as noise or inadequate framing.

In the second filming class, students had the freedom to finalize their recordings within the school environment, respecting ongoing activities and working around emergent needs. This flexibility allowed students to apply their knowledge autonomously and collaboratively, developing problem-solving skills in a real-world context. The experience highlighted the importance of detailed planning and continuous support for the execution of complex projects.

Fifth Stage – Final presentation and self-assessment

The collective screening of short films and the moment of final self-assessment consolidated the experience as a complete cycle of meaningful, interdisciplinary, and authorial learning. This stage brought the school closer to contemporary cultural practices and promoted the development of 21st-century skills. The main objective was to conclude the project with the screening of the short films and promote critical reflection on the students’ creation and learning process.

The activities carried out included the screening of videos produced by the groups in a session for the whole class, followed by a discussion circle mediated by the professor. The students filled out self-assessment and co-assessment forms, developing skills such as oral communication, active listening, critical and reflective thinking, and the ability to give and receive feedback. Significant student engagement was observed during the presentations and a rich exchange of experiences among the groups, with awareness of strengths and areas for improvement.

The application of the didactic sequence culminated in the production of original short films that demonstrated students’ mastery of cinematic language and the conventions of the suspense and horror genres. The process favored the development of skills such as cooperation, creativity, and critical thinking. The students mobilized linguistic knowledge in meaningful contexts, as well as skills related to planning, problem-solving, group decision-making, and teamwork, which are essential in contemporary times (Silva & Fonseca, 2022).

The methodological proposal adopted promoted the development of socio-emotional skills, placing students as protagonists of the learning process, requiring active participation, collaboration, and decision-making. The classroom dynamics transformation was notable, with the professor acting as a mediator and advisor, and students assuming a more active and leading role in knowledge construction, which is fundamental in active methodology approaches (Bacich & Moran, 2018).

Time management and the difficulty some students have in dealing with the autonomy required by PBL were recurring challenges, demanding individualized support and differentiated pedagogical strategies. The personalization of teaching, in this context, constitutes one of the main challenges of contemporary education, especially in approaches that presuppose greater student protagonism (Hernández, 2020). Alignments with the coordination for adjustment of planning and flexibility of deadlines were essential to balance autonomy with the necessary support.

The adequacy of the assessment instruments was also discussed, incorporating more procedural practices, such as self-assessment and continuous monitoring of project stages. The compatibility of PBL with the school’s traditional assessment criteria required methodological adaptations, as conventional instruments were not always sufficient to measure progress in a flexible learning model. This action by school management mediated pedagogical innovation and institutional organization, creating conditions for new practices (Lück, 2006).

The assessment of English language learning occurred continuously, monitoring not only the final product but all stages of construction. Diagnostic instruments, reading and writing activities, script productions, interaction monitoring, and, at the end, self-assessment and co-assessment were used. This integrated approach allowed for the evaluation of students’ ability to use the English language meaningfully in different contexts, observing the organization and coherence of ideas, vocabulary, and linguistic appropriateness to the textual genre.

The assessment instruments allowed for the identification of learning moments and intervention needs, with surveys tracking development and textual and audiovisual production activities mobilizing linguistic knowledge in authentic situations. Self-assessment and peer assessment in the final stage broadened the process, allowing students to reflect on their participation and learning. The experience demonstrated that assessment in PBL projects requires a combination of procedural and traditional instruments, considering the journey and evidence from all stages, not just the final product.

The proposal favored a repositioning of the student as the central focus of the learning process, promoting protagonism and autonomy in a collaborative environment. By exploring audiovisual language, the projects allowed students to critically recognize and manipulate narrative, aesthetic, and technical resources, connecting the content of the English discipline to contemporary cultural practices and personal experiences. This approach enhances youth protagonism by integrating theory and practice in concrete situations (Bacich & Moran, 2018).

The experience also revealed possibilities for interdisciplinary expansion of the proposal, even though it was developed within the English curricular component and used cinema as an articulating axis. Its structure allows for establishing relationships with other areas of knowledge, such as Arts and Music. The production of a short film involves different languages and knowledge that transcend isolated linguistic content, enriching learning and critical expression in English.

The integration with the area of Music, for example, could occur through the study of the function of the soundtrack in the construction of atmospheres and narrative emotions, contributing to the understanding of cinematographic language and the aesthetic construction of products. The selection or production of sound elements could constitute a new opportunity for the use of the English language in contextualized research and discussion situations. Similarly, the articulation with Arts would broaden the work with visual composition, framing, scenography, costume design, and aesthetic identity of productions, expanding forms of expression and knowledge construction.

Experience indicates that projects structured from PBL have the potential to establish connections between different curricular components, provided they are planned in advance and linked to clear learning objectives. For school management, this possibility represents an opportunity to foster collaborative projects among teachers, sharing resources and knowledge, and expanding the pedagogical reach of the proposals developed. The didactic sequence exemplifies the practical application of PBL in High School, arguing that active methodologies, when well-structured, increase engagement and promote meaningful learning (Morán, 2015).

The results show that the effectiveness of active methodologies is directly related to the institutional support of school management. Aspects such as time organization, resource availability, alignment between teachers and pedagogical coordination, and openness to innovation, proved to be determinants for the success of the proposal. The implementation of active methodologies is not limited to teaching practice, requiring intentional and strategic action from school management, which is fundamental for the effectiveness of pedagogical practices (Libâneo, 2013).

The continuity of a professor who develops pedagogical practices based on active methodologies, from the perspective of school management, should not be justified solely by the use of a specific strategy. More important is the professor’s ability to articulate curricular objectives, planning, learning monitoring, and pedagogical results with the needs of the institution and students. Experience has demonstrated the professor’s ability to plan a structured didactic sequence, monitor group development, and adapt strategies in the face of difficulties, fostering student engagement and expanding their protagonism.

The institutional articulation demonstrated during the project implementation, such as the negotiation for the use of electronic devices, showed that pedagogical innovation did not occur in isolation, but through joint planning and construction of solutions. The continuity of this practice also depends on the teacher’s ability to recognize the limits of the proposal and make adjustments, demonstrating an investigative and reflective stance. Educational management plays a strategic role by promoting organizational, pedagogical, and cultural conditions that support processes of change and innovation (Lück, 2006).

School management plays a fundamental role in creating conditions for teachers to develop innovative proposals without losing sight of curricular objectives and institutional norms. It is up to management to monitor implementation, evaluate results, and create conditions for successful experiences to be improved and shared with other professionals. Thus, the implementation of PBL demands institutional alignment, pedagogical intentionality, and continuous support, elements that, in the institution studied, are part of the daily lives of teachers.

In summary, the Project-Based Learning experience in the English discipline demonstrated a positive impact on student engagement and protagonism, promoting the development of essential skills. However, the effectiveness of PBL is intrinsically linked to structured planning, continuous monitoring, and the strategic action of school management, which must create the necessary institutional and pedagogical conditions to sustain and optimize these innovative practices.

4. Conclusion

This study analyzed the implementation of Project-Based Learning (PBL) in English classes for 1st and 2nd year High School students at a private institution in São Paulo, investigating its pedagogical and school management implications. A significant increase in student engagement and agency was observed, accompanied by the development of socio-emotional skills such as collaboration, creativity, and critical thinking. The approach transformed the teacher’s role into that of a mediator, facilitating knowledge construction through the production of original short films, which favored the use of the English language in meaningful contexts. However, challenges related to time management, student adaptation to autonomy, and the adequacy of assessment tools were identified. The main contribution lies in demonstrating that the effectiveness of PBL is intrinsically linked to the alignment between pedagogical practices and strategic school management support, which proved fundamental for creating institutional conditions and mediating regulations.

The observed limitations, such as time management and the need for individualized monitoring for student autonomy, indicate that the implementation of active methodologies requires careful planning and continuous follow-up. The experience revealed that the assessment of learning in PBL projects demands a combination of procedural and traditional instruments, with clear criteria from the beginning of the project. For future studies and practice improvement, it is suggested that PBL proposals be planned in advance, with well-defined learning objectives for each stage, and that interdisciplinary expansion be explored, especially with areas such as Arts and Music, in an intentional and structured manner. The continuity of innovative practices like PBL depends on the teacher’s ability to articulate curricular objectives and pedagogical outcomes, and on school management’s capacity to monitor, evaluate, and create conditions for the improvement and sharing of these experiences.

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Article originating from the Course Conclusion Work of the Specialization in School Management of the MBA USP/Esalq

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