Active and Agile Methodologies in Integrative Projects: An Experience with Students in Professional Education

Abstract

The present study aimed to analyze the implementation of an Integrative Project, based on active and agile methodologies, in a technical course on Systems Development, investigating its impacts on skills development, student engagement, and the theory-practice articulation. The theoretical framework articulated the concepts of Integrative Project, inter- and transdisciplinarity, and active and agile methodologies (Scrum and Kanban), supported by Saviani's historical-critical pedagogy and Freire's thought. Methodologically, it is an action research with a qualitative approach, developed as a case study over four months with 43 students. Data collection used a hybrid form with rating scales and open-ended questions, and the analysis was based on the triangulation of quantitative and qualitative data. The main results indicate that, although the approach was well-evaluated regarding the connection between theory and practice and the development of technical skills, the main conclusion is that the success of the projects was less conditioned by technical proficiency and more by the maturity of socio-emotional and collaborative competencies. Failures in communication and team self-management were the central barriers to technical success. It is concluded that technical professional education must address the development of behavioral skills with the same intentionality as technical content. For future implementations, the incorporation of explicit pedagogical strategies, such as tutoring and structured feedback rituals, is recommended to strengthen responsible autonomy and collaboration.