e3539015This article aims to report the use of PjBL (Project-Based Learning) as a learning process as the guiding methodology in the teaching disciplines (1st period) of the course in Technology in Gastronomy, Dairy Technology (7th Period) of the course of Food Engineering, Cultivation and Therapeutics (5th Period) of the Biotechnology and Phytochemistry and Phytotherapy course (7th Period) of the Pharmacy course. They are presented as teaching actions through the learning that led the students to the research of two products, an idea, and research for the production of a scientific article. The PjBL was structured from a creation project, time formation, such as pre-established data tasks and results analysis. The projects of the four disciplines were divided into four stages, which took place from February 22 to June 27. The motivation and engagement of students during the activities were fundamental factors in learning the contents of learning and development of transversal skills, living up to the fact that elementary education was a process of teaching and learning to make an entry between the content acquired and the classroom and the reality lived by the students, besides enhancing and empowering skills and know-how: autonomy, reflection and group work.Resumo Este artigo tem o objetivo de relatar o uso de PjBL (Project-Based Learning) no processo de aprendizagem como metodologia norteadora nas disciplinas Cozinha fria (1° Período) do curso de Tecnologia em Gastronomia, Tecnologia de laticínios (7° Período) do curso de Engenharia de Alimentos, Cultivo e Terapia Celular (5° Período) do curso de Biotecnologia e Fitoquímica e Fitoterápicos (7° Período) do curso de Farmácia. Apresentam-se as ações de ensino por meio de aprendizagem ativa que levaram os estudantes à formulação de dois produtos, uma ideia e uma pesquisa para produção de um artigo científico. O PjBL foi estruturado desde a concepção do projeto, formação de times, as tarefas com datas de entregas pré-estabelecidas e análise. dos resultados. Os projetos das quatro disciplinas foram divididos em quatro etapas, que se realizaram no período de 22 de fevereiro até 27 de junho. A motivação e engajamento dos estudantes durante a realização das atividades foram fatores fundamentais na construção dos conteúdos de aprendizagem e desenvolvimento de habilidades e competências transversais, fazendo jus ao fato de que o norte desta pesquisa foi a promoção de um processo de ensino e de aprendizagem que faça a conexão entre o conteúdo adquirido em sala de aula e a realidade vivida pelos alunos, além de enaltecer e potencializar habilidades e competências tais como: a autonomia, a reflexão e o trabalho em grupo.Palavras-chave: Aprendizagem baseada em projeto (PjBL), Metodologias de aprendizagem ativa, Ensino contextualizado, Backward design.Keywords: Project-based learning (PjBL), Active learning methodologies, Contextual teaching, Backward design.ReferencesADDERLEY, K. et al. Project methods in higher education. Society for research into higher education, 1975.BARKLEY, E.F.; MAJOR, C.H. Learning assessment techniques: A handbook for college faculty. 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