CAMINHOS EXPERIMENTAIS PARA O ENSINO HÍBRIDO COM O USO DA METODOLOGIA ATIVA

Abstract

The use of Hybrid Teaching and Active Methodology are proposals that have an impact on education in the 21st century, which were intensified with the COVID–19 pandemic. This article aims to reflect on the perception of teachers - participants in the video Hybrid Teaching: Chat with Reference Educators - regarding student engagement when using active methodology in a hybrid teaching proposal. The research is a qualitative investigation with latent internet corpus. Data collection took place from the Youtube platform about an Experimentation Group in Hybrid Teaching, as teachers-authors of the book “Hybrid Teaching: personalization and technology in education”. For data analysis, the WebQDA® platform was used. After the reflections, it was concluded that the practices in which the teachers integrated the learning strategies based on the principles of Active Methodology and Hybrid Teaching worked, even though it was necessary, at some point, to have to regulate the process; it was understood that it is necessary for the teacher to allow himself to teach and learn from the students, but for this it is essential to invest in the teacher's continuing education so that he/she understands the teacher's role in this transition phase of the teaching proposal; technology must be used not only as a technique, but associated with pedagogical practices.