Aprendizagem baseada em projetos interdisciplinares no ensino superior: implicações ao nível do trabalho docente

Abstract

This paper aims to analyse staff perceptions in regard to project-led education (PLE) and to discuss its implications. The paper draws upon a case study carried out at the University of Minho. A combination of methods was used. Findings suggest greater coordination amongst staff as well as a number of challenges such as heavy workload and conflict between research and teaching, amongst other issues.