Palavras-chave
Interdisciplinariedad
Diálogo de saberes
Cuidado del agua
Vinculación territorial
Como Citar
Resumo
El artículo presenta una experiencia de implementación del aprendizaje basado en proyectos en la asignatura Taller Integral de Saberes, impartida en la Pontificia Universidad Católica del Ecuador, durante el primer semestre del 2025. Su objetivo fue valorar la implementación del aprendizaje basado en proyectos (ABP) en la asignatura Taller Integral de Saberes con el fin de determinar su impacto en la articulación de saberes, el pensamiento crítico de los estudiantes y el fortalecimiento del compromiso socioambiental en torno al cuidado del agua en zonas rurales del Ecuador. Los proyectos se desarrollaron a lo largo del semestre, en ocho etapas: contextualización de la asignatura, identificación de problemas y selección del tema, revisión del estado del arte, integración de grupos de trabajo, investigación de campo y análisis del contexto, elaboración del plan de acción, diseño del producto, socialización del producto y evaluación. Los treinta estudiantes se organizaron en seis grupos para abordar la problemática de acceso, gestión y conservación del agua. La recolección de información de campo se realizó por medio de entrevistas, diarios de campo, encuestas de satisfacción y formularios de evaluación del aprendizaje. Entre los resultados se destacan aprendizajes significativos en los ámbitos de la integración de saberes, el desarrollo del pensamiento crítico y la conciencia ambiental. Se elaboraron productos informativos orientados a la sensibilización sobre el problema del agua (afiches, trípticos, campañas digitales y talleres comunitarios). Las comunidades valoraron positivamente la pertinencia y utilidad de los proyectos. Se concluye que el ABP es una metodología eficaz para generar espacios de diálogo interdisciplinario, fomentar la responsabilidad social y establecer nexos entre la formación académica y los problemas comunitarios.
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