Ecologias de aprendizagem híbrida para o ensino de ciências: arquitetura pedagógica, investigação e atos conectivos

Abstract

This thesis analyzes the implications of the Hybrid Learning Ecosystem (HLE) for the pedagogical practices of science teachers in the final years of elementary education, based on the pillars of Pedagogical Architecture (PA), inquiry, and connective acts. PA is understood as interfaces that intertwine resources and methodological perspectives, integrating them into collaborative space-relations. Inquiry, in turn, unfolds in the inseparable relationship between problem-situations and starting points, establishing a link between concrete learning experiences and theoretical-scientific perspectives. Finally, connective acts refer to the simultaneity and interweaving that emerge from collaborative participation, manifesting in reticular and transorganic coexistence. The analyses are grounded in the emergent categories proposed by Borges et al. (2017), Brown (2021), Carvalho, Nevado, and Menezes (2005), Garrison et al. (2000), Richardson (2002), and Schlemmer (2023). The study examines the axiological and pragmatic dimensions of learning ecologies and ecosystems, and describes the implications of the HLE for the experiences and prior knowledge of the participating teachers. It argues that the epistemological interrelations analyzed enhance pedagogical practices associated with decentralized collaborative space-relations and problem-based activities aligned with current sociotechnical demands. However, the thesis highlights that such possibilities are constrained and face significant barriers due to the predominance of a school culture rooted in a traditional liberal education model, anchored in curricula and utilitarian teaching approaches. This applied social research, qualitative in nature and exploratory in approach, was conducted through a research-training methodology, involving science teachers in two stages. The first stage prioritized the development and establishment of the HLE, engaging with the theoretical and methodological foundations necessary for consolidating its pillars. In the second stage, the implications of the HLE for the participants' pedagogical practices were analyzed. The trajectory of thematic categories, recording units, and context units, as well as the representations through Sankey diagrams, was structured based on content analysis. Based on the HLE pillars and supported by the theoretical framework, the study identifies that precarious relationships, cultural resistance, and the lack of effective engagement of educational actors as a collective project weaken progressive methodological approaches. Additionally, Digital Information and Communication Technologies (DICT) remain restricted to instrumental use in teaching contexts. On the other hand, findings suggest that when space-relations are collaborative and decentralized, and classroom dynamics are inverted – moving from the concrete to the abstract –, teaching tends to foster more meaningful learning experiences.