TECNOLOGIAS DIGITAIS E ENSINO HÍBRIDO

Abstract

Developed within the Education, Institutions and Educational Policies line of the Postgraduate Program in Education (Stricto Sensu) of the Faculdade de Inhumas - FacMais, this dissertation presented an analysis about hybrid teaching and digital technologies in public schools. The general objective was to understand the concept of hybrid teaching and how its application can help reduce problems in education, through the integration between the physical and virtual worlds. The specific objectives were: to know the elements within the educational system that hinder learning; to define hybrid teaching and point out possible changes caused by this teaching in school; and to study the ways in which hybrid teaching can be applied in a positive way. To achieve these goals, we carried out a qualitative research. Thus, a bibliographic study was done, using the authors' theories and experiences as a starting point for an analysis of the impact of technologies in education, in addition to the study of documents that govern educational policies. Based on observations made by the researcher, the following questions arose: how was the school pedagogical structure formed and how are its elements related? How can face-to-face teaching be allied to the resources employed in distance learning? What is hybrid teaching and how can it be applied to help solve problems related to the teaching-learning process? Based on these questions, we sought a theoretical contribution that would investigate the object of study, in order to analyze and reflect and find possible answers to the questions raised. The research that gave rise to this dissertation was based on several theorists, namely: Libâneo (2012), Bacich, Neto, Trevisani (2015), Lima and Moura (2015), Machado (2020), Moran (2015), Rodrigues (2015), Valente (2015), among others. The difficulties in the teaching-learning process justify the study about the theme, since there is a need for the school to have meaning and promote meaning in the students' social lives. It became evident the urgency to put the student at the center of learning, in order to perceive the existing relationships between what is seen at school and the reality that surrounds him/her. The changes faced by the school, due to the transformations in the social environment in which it is inserted, require knowledge and skills from those who are part of the process to adapt it to reality.