Project-Based Learning in Higher Education

aesthetic education and interation in a experience report

Abstract

This paper presents an experience report on the application of Project-Based Learning (PBL) in the Rural Administration course component of the Veterinary Medicine undergraduate program at a community university during one academic semester. The methodology adopted was the experience report, with a qualitative approach, grounded in theoretical frameworks such as Vygotsky's interactionism, Schiller's playfulness and aesthetic education, and Freire's dialogical approach. PBL was implemented through the development of Business Plans, with partial deliveries and a final presentation in a seminar format. The results demonstrated the development of practical and theoretical competencies, such as teamwork, critical thinking, communication, and project management. The experience showed that PBL promoted student engagement and the integration of interdisciplinary knowledge, preparing them for real challenges in the management of agricultural enterprises. It is concluded that the methodology, combined with solid educational principles, contributes to meaningful learning in professional training, although further studies are needed to assess the transfer of this knowledge to practical contexts. The study reinforces the importance of active approaches in higher education, aligned with contemporary demands of the job marke