Practical activity in the advertising and propaganda course

a case study on the use of PBL (project-based learning) in the media planning discipline

Abstract

Education is rapidly transforming with the new technologies present in the classroom, which has been a great challenge for professors. In higher education, the challenges have also led faculty to revisit their practices and, above all, to seek new ways to optimize the teaching-learning relationship. This article aims to evaluate the use of a problem-based activity in the media fundamentals course for advertising and propaganda. It also has the following specific objectives: (a) to assess student engagement in the course when addressing this type of problem; (b) to analyze the knowledge acquired by the students, and also (c) to verify if the students will graduate ready to enter the job market, with experience in real scenarios, bringing a benefit to the workforce. This is a case study based on authors such as Bender (2014), Silva; Castro; Sales (2018), and Torres; Irala (2014) regarding PBL (Project-Based Learning), and Heck (2024), Sissors; Baron (2010), and Tamanaha (2011) regarding Media Planning. It is concluded, therefore, that PBL brought benefits to the students in the learning process when guided by the professor, with group discussions and planning, making the course much more practical and transforming the classroom into real knowledge.