Abstract
The project-oriented methodology, incorporated in education for engineering, appears nowadays as a p romising teaching op tion. It i s based on the new epistemological postulates of t he c onstructivistic pedagogy, that gives the students acting a great significance in the achievement of his learnings. Thus it is opposed to the traditional didactic focusing, ruled by the simple teacher - to - student knowledge transmission model. This paper s hows the reasons that j ustify introduction o f t his methodology in engineering education, pointing ou t benefits and advantages provided by its implementation along the teaching-learning process. Besides making the students participation more active and dynamic, project-oriented methodology promotes reaching higher levels of learning, according to current industry and society requirements. This work presents the basic theoretical elements of this didactic option and reflections about its possible incorporation in the curricular system of the Engineering Faculty of Universidad de Tarapaca in Arica, Chile.
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