Description

This research establishes the mechanisms to develop curricular competencies; its objective was to implement the project-based learning methodology for the rational use of water, as it is fundamental in the awareness and reflection on the importance of water as a renewable resource. It was framed in a post-positivist paradigm, under the method of Pedagogical Action Research, with a design deployed in three phases: deconstruction, reconstruction, evaluation of the effectiveness of the practice. The population was 114 students. The instruments used were a Likert-type scale questionnaire, a field diary, and systematization. A strategy was designed under the PBL methodology called ‘Educational Journeys’ and a didactic orientation booklet, demonstrating the achievement of competencies in the rational use of water, motivation, and enthusiasm for the projects. It was concluded that, through innovative, dynamic, and enriching learning experiences, students can be encouraged to develop creativity and a critical spirit in the face of unresolved situations in their daily lives.