Introduction
Barbier wrote that “The project is not a simple representation of the future, of tomorrow, of the possible, of an idea; it is the future to be made, a tomorrow to materialize, a possible to be transformed into real, an idea to be transformed into an act”.
And student activity requires a project, comprising the acts of planning for the future, tomorrow, ideas and the possible; execute, which consists of doing, materializing, transforming and practicing in order to learn; and evaluate, aiming to reap the results, good or subject to improvement.
This is the whole route when it comes to the study-and-learn process. Neglecting it is not the best idea.
From the act of planning the project is born. And the project names what is launched ahead, anticipating the undertaking undertaken.
In the case of formal education, planning is making the study program, writing in advance the intentions, actions, ways of doing things, resources and deadlines necessary for the intended learning.
And what is really interesting is not so much making the map (planning, programming, planning), but “exploring the territory” (executing the program, the plan, studying, learning knowledge).
For this reason, the student who structures it in a program, the instrument that facilitates a broad view of the act of learning, while offering the consistent details of the same.
Making it is not something out of this world, nor a bogeyman. Using the PR system, “Ask-Answer”, is easy. Below is the hypothetical suggestion for this to be done.
1st question of the project: "What to study?"
To choose study contents
The answer to this question can be given following the motto to study for...: finish high school, take the entrance exam, submit to evaluations periodicals in third-degree education, be examined in a public examination, to prepare a research project, do academic work or for scientific dissemination in the university context, such as article, communication, report, critical review or other form of presentation oral.
Each of these activities requires a study plan, followed by execution through investigation or research aimed at productive, efficient, effective and effectively transforming practice.
2nd Project Question: "Why do these studies?"
To justify the choice
In this step, the student registers the arguments that justify the decision to study the chosen content, highlighting their importance in the context of their life project and articulating "expected knowledge" and "social function" the same.
Example: “I will devote efforts to know in depth the contents proposed in my course, a condition of possibility so that I can graduate in a qualitatively differentiated way. Having a solid bag of knowledge is striving for my personal and professional fulfillment. Furthermore, this is fundamental to the development of the human way of thinking about society, the world and life, exactly what I aim for”.
3rd Project Question: "Why study this?"
Preparing the goals
The general objective expresses what the student wants with the study program as a whole, at the end of the process.
The specific objectives are related to what is intended by him in terms of results intermediaries, in the course of learning, in each of the moments or parts that make up the program of studies.
Example of general objective: “Mastering the knowledge required in the course I take to be approved”.
Example of specific goals:
“i Learn content frequently charged in evaluations”;
“ii Carry out the proposed activities in order to keep them under control, for my safety and tranquility”;
“iii Harmonize my student goals with the daily demands made in the course I attend, all on time and without wasting time.”
Well then. Having goals is knowing where to go and where to be at any given time in life.
4th Question of the project: "How to study?"
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To establish the methodology of studies
Learning is “continuous”, starting, yes, but it implies a development that can never be fully completed (the book can never be closed). It is “gradual” because the knowledge learned is modified by new knowledge that is acquired by the student. It is also “dynamic”, as it can undergo a wide range of restarts, rearrangements, reorientations and replanning.
Learning is also “cumulative”, as previous learning supports the acquisition of new knowledge. It is “global”, as it implies the integral functioning of the apprentice subject, qualifying him as such. Therefore, we say that learning is also "integral", depending on the reason, emotion, feeling, of cognition, thinking and intuition without depending exclusively on one of these dimensions of the individual.
Therefore, the learning of a certain content or subject will be better undertaken if it is related to practical life, as learning is “experienced”. On the other hand, although being “personal”, in the sense that a student cannot learn what another must know, the learning is also “social”, as certain knowledge or knowledge can be fully communicated between the human individuals.
These are characteristics to consider in the study methodology, which should clarify how the learning program will be carried out.
Example: “With the study material gathered and the schedules organized, I will make generic explorations of the contents (readings, exercises...) to acquire an overview of the subjects I have to master. Then, I will carry out the in-depth (analytical) study of the subjects (with documented data recording), maintaining my learning schemes about them. Based on these maps, I will make consistent summaries of what I study”.
Being clear about how everything will be done becomes “the” difference of the student project.
5th Project Question: "Where to study?"
To choose the appropriate places when learning
Here the student registers the study places appropriate to his style and needs, but trying to maintain the organization: at home, in the school library or at other institutions, seeking to make the most of the materials that can afford.
Example: “I will study the subjects required in my course at home, at the high school library and at the local college, as well as in groups, with my friends, according to my needs and style”.
Last question of the project: “When to study?”
To organize study times
In this step, the student marks student activities on a weekly schedule, not making the clock a tyrant, but providing a list of tasks that must be obeyed.
And it's good to stipulate fifty-minute study periods, with ten-minute breaks for rest, bearing in mind that there's little point in studying madly on the eve of assessments.
What works is studying daily, every week. Also remember that time must be conquered. Therefore, the decision to determine so many hours/day for studies has to be a firm decision.
For a course to be well done, the indication is that the student has at least the same amount of time as a classroom to prepare and review the content outside of it. Time management is critical.
Conclusion: with planning, your study can yield more.
Bibliographic reference
BARBIER, J.-M. Preparation of action projects and planning. Porto: Porto Editora, 1993.
Per Wilson Correia
Columnist Brazil School
education - Brazil School
