Epistemological Analysis of the Curriculum and Pedagogical Actions in Blended Learning

• Autor(a) principal: Brito, Jorge Maurício da Silva
• Data de Publicação: 2020
• Outros Autores: Pasini, Edna Maria Biz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EAD em Foco
• Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1111

New technologies are already part of our life, so they can no longer be seen as simple resources but as fundamental instruments for the exercise of our own humanity. The Blended Learning is a possibility of fusion between virtual and face-to-face spaces. In this work we present a critical reflection and meanings for what the blended learning is and what is its logic of systematization of knowledge, with the aim of showing the inter-relationships between curriculum and pedagogical actions, experience and knowledge. The method adopted was the theoretical review. And the main result was that learning will not be hybrid only if the teacher and student are in different places, but in the way that the teaching action causes the experience of knowledge in students; the idea of the virtual is not that of a separate physical space, but of a place where intelligence finds adequate subsidies to open up to new knowledge. Keywords: Analysis. Blended. Learning. Curriculum. Pedagogical actions