Ensino híbrido e o processo de aprendizagem na sala de aula invertida amparados pelas tecnologias digitais: análise de experiência no ensino médio

Abstract

This research deals with the learning process in the inverted classroom (SAI). This study presents the empirical perspective of an investigation on SAI as a methodology that allows more participatory students. The SAI methodology can enable the narrowing of the teacher x student relationship. In the inverted classroom, the teacher may stop being only a transmitter of knowledge and assume a position of learning orientation in a mediating perspective. This research aims to identify the implications of digital technologies in promoting collaboration, involvement and participation in the learning process of the inverted classroom. The methodology used to carry out this study was qualitative research, using the parameters of the case study, and using the triangulation of the data from the questionnaire, interview, notes in the researcher's diary and observation. The aim of this research was to seek to clarify the following problem: how the inverted classroom methodology, through digital technologies, can contribute to the engagement, participation and collaboration in the learning process of high school students in a school in Maceió-AL? They were established as categories of analysis and confronted with the theoretical assumptions: collaboration, involvement and participation. From the analysis, it was observed that the guiding question of the research was answered and its general objective was achieved. As this study points out, students in the context of SAI participate, get involved and interact with each other during the learning process. Therefore, this research presents results that contribute to the development of classes developed in a hybrid context, using the SAI methodology.