Desenvolvimento da sala de aula invertida no ensino fundamental anos finais: um estudo de caso

Abstract

This research approaches the development of the Flipped Classroom in the final elementary school years resulting from the experience with the methodology and investigated the processes that made it effective beyond an instructional model of hybrid teaching SAI, with a view to the possibilities of a sustained methodology capable of integrating the digital technologies of information and communication (TDIC) in the pedagogical practice of teachers of Basic Education. In this scenario, the research explored the development of the active methodology SAI in the pedagogical practice of primary school teachers, as a methodological possibility the idiosyncrasies of the didactic-pedagogical context. The theoretical-methodological path was used from the contributions to ICT, trails and challenges to education; hybrid teaching; pedagogical mediation in a hybrid context and SAI. In this context, the qualitative research was developed from an instrumental case study with two female teachers and twenty-four eighth grade students in a private school in Maceió - AL, between the second half of 2017 and the second half of 2018. The data collection was structured in two stages: training of teachers and the development of SAI in pedagogical practice in the context of research. The analysis of the stages was gathered in the students' responses to the interview questionnaires, focus group, analysis of posts in blogs and application of interview questionnaires to female teachers. The treatment of the data followed the methodological structuring based on the categorization from the general objective of investigating the development of the active methodology SAI in the pedagogical practice of primary school teachers, understanding the processes that make the methodology effective in the context of the research. We found that the processes of the inverted classroom, in addition to the technique, are effective from a structure with resources, formative and collaborative favorable to change the model essentially expository to a cognitivist performance, mediator and dialogic.