Tecnologias digitais na educação híbrida e a mediação pedagógica: utilizando o método rotação por estações

Abstract

Through the demands of a society that conjecture the presence of Digital Technologies (DT) in its social practices, including in this perspective the educational context, the school, in a broad way, has been seeking to consider the possibility of integrating DT in its educational spaces and thus adapt to this current reality. Understanding the school as a space for the formation of citizens and professionals, it is noted the need to adapt pedagogical practices, because the school needs to prepare subjects to live and act in society. For this reason, it is essential to focus on phenomena that address the presence of DT in educational spaces, and blended education is one of them, since it presupposes the blending of face-to-face and online. At this context, another point to be observed is the role of the teacher as a mediator, since working with DT in the classroom tends to establish a parallel between the content and the reality of students' lives, providing an opportunity for a meaningful learning scenario. Given this context, in this research we analyze the process of pedagogical mediation in the practice of blended education in a basic education classroom using the rotation by stations method. We start from the question: how does pedagogical mediation occur in the practice of blended education, in the discipline of mathematics, in a classroom of basic education using the rotation by stations method? In an attempt to answer this question, we list the hypothesis: in order for the blended classroom to show the student as the protagonist of his or her knowledge, the teacher plays a primordial role, he or she is the mediator and collaborates in the construction of a significant knowledge for the student. Thus, the general objective of this study was to analyze the pedagogical mediation process inserted in a context of blended education practice. The specific objectives were: to identify how the classes are planned in the context of the blended classroom; to examine the school's Pedagogical Political Project in order to verify if there is already an insertion of the DT in its curriculum and to investigate how pedagogical mediation occurs through the use of the DT in the classroom. The research locus was a basic education school, located in Maceió. The methodological approach that conducted this study is found in the broad scope of the qualitative research, of a descriptive character and, due to the characteristic of the research, we opted for the case study method, because it is an intensive study of a singular case, in which we investigate a contemporary phenomenon from the perspective of a subject. The instruments for data collection were the semi-structured interview with the teacher and the observation of the lesson plans, elaborated by the teacher, and the school's Pedagogical Political Project. To ascertain the data collected, we used the technique of content analysis. The analysis of the data highlighted the role of the teacher as mediator, considering that the practice of blended education, through the method rotation by stations, expands the possibilities for pedagogical mediation, considering that it happens based on the interaction between student-student and student and teacher, aiming at the student's autonomy in the construction of their knowledge.