The goal of this article is to present an educational experiment in the teaching and learning of administration with problem-based learning (PBL) at the undergraduate and graduate levels. The experiment has taken place in a school of engineering at a public university in Brazil in several modules that covered business administration contents, especially "general administration theory" and "introduction to administration". This study intended to facilitate the replacement of traditional didactic approaches and the collective construction of this change by the teacher/tutor and students. The adoption of PBL was motivated by the increasing dissociation between the demands and dynamics of professional life and students' passivity and alienation in the classroom. The teacher in charge of the modules and 90 % of the students indicate that PBL promotes the learning of concepts, skills and attitudes.
teaching of administration; problem-based learning; higher education
