Through the firmed accord the Secretariat of Education enters and the INEP, the Guatemala School passed the condition of
experimental school in 15 of May of 1955. The experiment occurred under the supervision of the teacher Lúcia Marques Pine, coordinator of the DAM, that started to be the responsible one for introducing a new methodology of learning, the pedagogical support to the professors of the school and the orientation of the courses managed for the DAM in the school, receiving pupils scholarship holders from diverse regions of the country. The active method of learning used in the Guatemala School was the Method of Projects. This method fully took care of the philosophy of the school, based on an education that aims at the global development of the human being so that this can keep a democratic attitude front the life and front the society. It basically consists of the creation of
situations and
experiences pautadas in the daily social life. The choices of situations are derived from the interest of the children, having taken them to carry through it the necessary effort so that this situation is surpassed, that is, taking them to know it the situation, to think and to reflect concerning the subject to arrive at a conclusion and, consequently the learning. Thus, the children acquire social concepts and values through the treatment of real problematic situations that appear, in the quarrels of the solutions, the cooperation, the sense of responsibility, the freedom of action. The proposal pedagogical of the school left of estimated of that the institution school would have to in general prepare the man for the life of the work and the social life, since relative aspects to the exercise of the citizenship, the development of the spirit of the democratic life, until the capacity to use the hours of leisure through practical actions well that the daily life was resembled. Therefore: An experience is educative when of it a transformation in the way elapses to be of that the individual is conscientious. The starting point for the learning is the experiences of occured concrete situations in the daily one, so that after a systematization these concrete experiences can be assimilated and intelectualizadas. Thus, the pertaining to school learning was based on the planning and formularization of objectives for the development of the inserted integral human being in a formed progressive social context in democratic bases. It is the education as instrument of modification in the way to be of each one, with the purpose of an efficient performance in the situations of the life. The activities in a project elapse of the necessity and the desire felt for the child in solving and experenciar a situation, taking it it action. The action elapses of a planning and objectives defined well by the way professor that the activity is significant for that pertaining to school group. The main characteristics of the Method of Projects are: Problematic situation - the curiosity generates, appealing the resources of the previous experiences and the capacity to think; Intention, intention - the will and the desire felt for the pupil in solving the situation problematic; Accomplishment inside of the natural environment - local that he is next to the daily social life of the pupil. Of this form, the cognitivo work of the child consists of planning its activities and, when solving them, the problems to be decided appear. The Method of Projects presents peculiarities in relation the too much used methodologies of learning, therefore: ) it demands of the professor a conscientious and safe planning so that this can take care of the necessities of the group; b) the planning elapses of systemize situations configuring itself in a process, that demands time; c) the development of the work is based on situations and experiences, having led the pupil to develop the reflective thought front the life and the social matters; d) the situations proposals areglobal, providing to the child an integration between the activities and the conscience of that the solution of the problematic situations provém of global attitudes, integrated; e) offers points of contact between them disciplines pertaining to school, for providing with global situations and daily where the professor will be able to work at the same time questions of diverse disciplinas.testam hypotheses, arrive at a conclusion and prove the result using it in new situations. The attitudes are lived and become experiences that will serve of starting point for the solution of new situations, in a process I continue of construction and reconstruction of experiences that take the children to construct the systematics of the reflective thought: to plan, to carry through, to prove. The Guatemala School, for its pioneering and experimental work, produced innumerable materials of support to the teaching staff. We can cite, the Guide of Education Teaching Mathematical to the Child, of 1963, that she was a guide of orientation of the primary professor in the activities of the mathematics education and the Guide Social Studies in the Primary School - 1º to 4º year, that the Guatemala School tested the recommendations of the guide, together with other experimental classrooms in Minas Gerais and the Bahia.