The Perspectiva Educativa de los Proyectos de Trabajo (PEPT) a project based learning, poses as the main focus a research on "what people live." From this perspective learning involves the lives of those involved in the process. According to Stoll, Fink and Earl (2004, p. 76) "motivation to learn is related to the degree of connection with their own experience or the experiences you can imagine ...."

This means that education in our contemporary context should be based on students' lives to promote an education related to that experience since the application contexts are also out of school, museums and institutional spaces. Furthermore, this process also works in reverse, bringing the contexts of the people within the space creating thus an opening to the communities and cultures involved within each educational space. This helps to extend the social interaction networks.

The knowledge generated in this way gives autonomy to students beyond the context and content.

However, this demands a change in the attitude of the educator; this change is full of doubts and uncertainties, even more when we talk about the PEPT, as this "to do from experience" does not allow scripts or even a schedule.

This process asks a teacher aware of what students are saying because this is the basis for the sequence of the project. This hearing means to interpret and translate the questions from the students to return them their own doubts. In this way they can understand themselves (from a different point of view), to seek information and create the relationships necessary for their understanding.

 The group of “Projectes de Treball” of Barcelona is a study group that studies and recreates this perspective from the theory, from their daily practices, uncertainties, desires and motivations. For three years now I'm part of that group. When I joined my priority with the group was to learn more about this educational perspective. I have long observed and participated in meetings trying to learn and see how these teachers work, what are your concerns, and how the meetings “feed” them, among other things.
Over time, my focus in the meetings changed to a search of the nodes that are part of these teachers matter. So besides trying to learn, I'm also looking for "how to develop this perspective within an oriented study group ". In other words, how these teachers learn, what they do after each session, how they appropriate what was said and how or what they take that knowledge to their daily practices.

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