The Problem-Based Learning method aims to make students capable of building their knowledge in conceptual, procedural and attitudinal ways by posing problems that will introduce them to situations designed to motivate them and prepare them for the working world. We analyze the development of the method in the course of administration of a university of the state of São Paulo, specifically the disciplines of finance, involving theoretical and mathematical concepts. We use four instruments in data collection: document analysis, interviews with teachers, principals and former acting director; questionnaire with students and observation, and for this article we bring the theoretical assumptions of that method, document analysis and interview with all professors of finance, who brought their experiences in the classroom. The results indicate that it is necessary to improve teaching practice.
Evaluation; Higher education; PBL
