Relato de experiência sobre a implantação do ensino híbrido em uma disciplina do stricto sensu
This work, inserted in the research line Innovative Methodologies in Education, aims to report the author’s experience in the process of implementation of blended learning, from a series of theoretical-practical activities, in one of the subjects of a stricto sensu postgraduate course at a private u...
| Autor principal: | Nantes, Eliza Adriana Sheuer |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/19647 |
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| Resumo: |
This work, inserted in the research line Innovative Methodologies in Education, aims to report the author’s experience in the process of implementation of blended learning, from a series of theoretical-practical activities, in one of the subjects of a stricto sensu postgraduate course at a private university. For this, we resorted to epistemological contributions that deal with active methodologies, blended learning, reflective teacher and digital literacy. As a research methodology, we opted for the qualitative approach, through a case study, with the selection of data based on fragments, images, reports, in order to illustrate the researcher’s propositions, from specific categories. For the analysis of the actions of the didactic transposition process, based on the studies of Freire (1977), Smyth (1991) and Liberali (2009), we defined the categories “describe”, “inform”, “confront” and “rebuild”, duly adapted to the researched context. The analysis indicated the predominance of blended learning in the Rotation model and, within it, the proposal of the Flipped Classroom. After analyzing the description of the activities, it was possible to confirm that: the students had access to the subject syllabus and the explanation of an entire activity script; there were individual and group tasks; and autonomy was provided to the students, including through collaborative actions, in order to make them play the discursive role of evaluators of the works of their peers. Finally, with regard to teaching practice, it is concluded that the adoption of active methodologies and blended learning is a way to be built, and there is a constant need for deepening in teacher formation. The results also indicated that perhaps the focus of this process should not be blended teaching, but rather blended learning. |
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