This article aims to describe and analyze the experience of implementing the "Faces of the Dictatorship" Project with third-year students of the Technical Course in Agriculture integrated into High School, within the context of comprehensive human development. Based on Project-Based Pedagogy, which culminated in the "Dictatorship on Stage" soiree to artistically address the civil-military dictatorship in Brazil, the work is anchored in the heuristic and formative perspective of Critical and Implicated Ethnoresearch-Training (MACEDO, 2025). The research, conducted with the student-social actors, utilized participant observation and analysis of the class logbooks and individual participant reports for data production. It is concluded that the experiences in the Project significantly contributed to the comprehensive development of the students—fostering both "learning for life" and "historical learning"—as well as the development of critical-citizen thinking and essential life skills. The article further reflects on the challenges and collaborative learning afforded by this pedagogical and research practice.
