Presupuestos Epistémicos y Colaborativos del Aprendizaje Basado en Problemas (ABP)

Problem-Based Learning (PBL) is part of the group of methodologies known as active methodologies, understood as a set of pedagogical alternatives aimed at facilitating student learning and/or providing a critical and problematizing education of reality by placing the student at the center of the knowledge construction process (Cunha et al., 2024, p. 2). PBL emerges as an appropriate methodological option for the changing and complex contexts of contemporary societies, since it is essential for the main actors in today’s educational practice (students) to have pedagogical and didactic resources that, after an adequate analysis of the problems affecting individuals and communities, spark their interest and lead them toward the production of relevant knowledge—knowledge that responds to real needs and contributes to solving the difficulties faced by their communities. Therefore, the aim of this paper is to analyze the epistemic and collaborative foundations of PBL through an updated literature review, in order to understand its epistemic and collaborative nature and to substantiate its adequate and pertinent implementation in contemporary education.