Amplitud conceptual de la hibridez en la educación brasileña: ¿innovación, moda o “nombre comercial”?
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Insignare Scientia |
Texto Completo: | https://periodicos.uffs.edu.br/index.php/RIS/article/view/13160 |
Resumo: | Technologies are protagonists of interactive processes of global teaching and learning and play different roles in the educational context, either as mediating instances that enable and enhance communication, interaction and learning, or as obstructive, hindering elements of this process. Given the social and economic abyss aggravated by the Covid-19 pandemic, such antagonism seems to be the result of an epistemological gap regarding the role of ICT in education and, recently, the scope of hybridism in education. Sometimes considered as an approach that mixes synchronous and asynchronous, sometimes as a “trading name” or something that does not exist in the scope of educational legislation, it seems to emerge in the country as something that transcends these aspects in the sense of constituting an innovative pedagogical process that demands new perspectives and epistemology. The objective of the research was to highlight what the national literature points out about innovation in education and how blended learning is conceived. Through a qualitative analysis of a corpus of 102 academic articles, results indicate that blended learning is associated with innovation in education, demanding institutional efforts in collaboration for the constitution of a new culture, whether at school or in teacher education in higher education institutions. |
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Amplitud conceptual de la hibridez en la educación brasileña: ¿innovación, moda o “nombre comercial”?Conceptual breadth of blended learning in Brazilian education: innovation, fashion or “trading name”?Amplitude conceitual acerca do ensino híbrido na educação brasileira: inovação, modalidade ou “nome fantasia”?Technologies are protagonists of interactive processes of global teaching and learning and play different roles in the educational context, either as mediating instances that enable and enhance communication, interaction and learning, or as obstructive, hindering elements of this process. Given the social and economic abyss aggravated by the Covid-19 pandemic, such antagonism seems to be the result of an epistemological gap regarding the role of ICT in education and, recently, the scope of hybridism in education. Sometimes considered as an approach that mixes synchronous and asynchronous, sometimes as a “trading name” or something that does not exist in the scope of educational legislation, it seems to emerge in the country as something that transcends these aspects in the sense of constituting an innovative pedagogical process that demands new perspectives and epistemology. The objective of the research was to highlight what the national literature points out about innovation in education and how blended learning is conceived. Through a qualitative analysis of a corpus of 102 academic articles, results indicate that blended learning is associated with innovation in education, demanding institutional efforts in collaboration for the constitution of a new culture, whether at school or in teacher education in higher education institutions.As tecnologias são protagonistas de processos interativos de ensino e aprendizagem global e, exercem papéis diferenciados no contexto educacional, ora como instâncias mediadoras que viabilizam e potencializam a comunicação, interação e aprendizagem, ora como elementos impeditivos ou dificultantes desse processo. Dado o abismo social e econômico agravado pela pandemia Covid-19, tal antagonismo parece fruto de esvaziamento epistemológico quanto ao papel das TIC na educação e, recentemente, ao escopo do hibridismo na educação. Ora considerado como abordagem que mescla sincronia e assincronia, ora como “nome fantasia” ou algo inexistente em âmbito da legislação educacional, parece surgir no país como algo que transcende esses aspectos no sentido de constituir um processo pedagógico inovador que demanda novos olhares e epistemologia. O objetivo da pesquisa foi evidenciar o que a literatura nacional aponta sobre inovação em educação e de que forma o hibridismo é concebido. Por meio de análise qualitativa em um corpus de 102 artigos acadêmicos, resultados indicam que o hibridismo é associado à inovação em educação demandando esforços institucionais em colaboração para a constituição de uma nova cultura, seja em âmbito escolar, seja na formação de professores nas instituições de ensino superior.Las tecnologías son protagonistas de procesos interactivos de enseñanza y aprendizaje global y juegan diferentes roles en el contexto educativo, ya sea como instancias mediadoras que posibilitan y potencian la comunicación, la interacción y el aprendizaje, o como elementos que impiden o entorpecen este proceso. Ante el abismo social y económico agravado por la pandemia de la Covid-19, tal antagonismo parece ser el resultado de un desfase epistemológico en cuanto al papel de las TIC en la educación y, recientemente, el alcance de la hibridez en la educación. A veces considerado como un enfoque que mezcla lo sincrónico y lo asincrónico, a veces como un “nombre comercial”, algo que no existe en el ámbito de la legislación educativa, parece emerger en el país como algo que trasciende estos aspectos en el sentido de efectivamente constituyendo un proceso pedagógico innovador que exige nuevas perspectivas y epistemología. El objetivo de la investigación fue resaltar lo que señala la literatura nacional sobre la innovación en educación y cómo se concibe el blended learning. A través de un análisis cualitativo de un corpus de 102 artículos académicos, los resultados indican que el blended learning está asociado a la innovación en educación, exigiendo esfuerzos institucionales en colaboración para la constitución de una nueva cultura, ya sea en la escuela o en instituciones de educación superior.Universidade Federal da Fronteira Sul2023-05-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://periodicos.uffs.edu.br/index.php/RIS/article/view/1316010.36661/2595-4520.2023v6n1.13160Revista Insignare Scientia - RIS; v. 6 n. 1 (2023): Revista Insignare Scientia; 215-2382595-4520reponame:Revista Insignare Scientiainstname:Universidade Federal da Fronteira Sul (UFFS)instacron:UFFSporhttps://periodicos.uffs.edu.br/index.php/RIS/article/view/13160/8823Copyright (c) 2023 Fabiana Diniz Kurtz, Denilson Rodrigues da Silvahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKurtz, Fabiana DinizSilva, Denilson Rodrigues da2023-05-09T13:44:50Zoai:ojs.192.168.253.137:article/13160Revistahttps://periodicos.uffs.edu.br/index.php/RISPUBhttps://periodicos.uffs.edu.br/index.php/RIS/oairoquegullich@uffs.edu.br||2595-45202595-4520opendoar:2023-05-09T13:44:50Revista Insignare Scientia - Universidade Federal da Fronteira Sul (UFFS)false |
dc.title.none.fl_str_mv |
Amplitud conceptual de la hibridez en la educación brasileña: ¿innovación, moda o “nombre comercial”? Conceptual breadth of blended learning in Brazilian education: innovation, fashion or “trading name”? Amplitude conceitual acerca do ensino híbrido na educação brasileira: inovação, modalidade ou “nome fantasia”? |
title |
Amplitud conceptual de la hibridez en la educación brasileña: ¿innovación, moda o “nombre comercial”? |
spellingShingle |
Amplitud conceptual de la hibridez en la educación brasileña: ¿innovación, moda o “nombre comercial”? Kurtz, Fabiana Diniz |
title_short |
Amplitud conceptual de la hibridez en la educación brasileña: ¿innovación, moda o “nombre comercial”? |
title_full |
Amplitud conceptual de la hibridez en la educación brasileña: ¿innovación, moda o “nombre comercial”? |
title_fullStr |
Amplitud conceptual de la hibridez en la educación brasileña: ¿innovación, moda o “nombre comercial”? |
title_full_unstemmed |
Amplitud conceptual de la hibridez en la educación brasileña: ¿innovación, moda o “nombre comercial”? |
title_sort |
Amplitud conceptual de la hibridez en la educación brasileña: ¿innovación, moda o “nombre comercial”? |
author |
Kurtz, Fabiana Diniz |
author_facet |
Kurtz, Fabiana Diniz Silva, Denilson Rodrigues da |
author_role |
author |
author2 |
Silva, Denilson Rodrigues da |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Kurtz, Fabiana Diniz Silva, Denilson Rodrigues da |
description |
Technologies are protagonists of interactive processes of global teaching and learning and play different roles in the educational context, either as mediating instances that enable and enhance communication, interaction and learning, or as obstructive, hindering elements of this process. Given the social and economic abyss aggravated by the Covid-19 pandemic, such antagonism seems to be the result of an epistemological gap regarding the role of ICT in education and, recently, the scope of hybridism in education. Sometimes considered as an approach that mixes synchronous and asynchronous, sometimes as a “trading name” or something that does not exist in the scope of educational legislation, it seems to emerge in the country as something that transcends these aspects in the sense of constituting an innovative pedagogical process that demands new perspectives and epistemology. The objective of the research was to highlight what the national literature points out about innovation in education and how blended learning is conceived. Through a qualitative analysis of a corpus of 102 academic articles, results indicate that blended learning is associated with innovation in education, demanding institutional efforts in collaboration for the constitution of a new culture, whether at school or in teacher education in higher education institutions. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uffs.edu.br/index.php/RIS/article/view/13160 10.36661/2595-4520.2023v6n1.13160 |
url |
https://periodicos.uffs.edu.br/index.php/RIS/article/view/13160 |
identifier_str_mv |
10.36661/2595-4520.2023v6n1.13160 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uffs.edu.br/index.php/RIS/article/view/13160/8823 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Fabiana Diniz Kurtz, Denilson Rodrigues da Silva http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Fabiana Diniz Kurtz, Denilson Rodrigues da Silva http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal da Fronteira Sul |
publisher.none.fl_str_mv |
Universidade Federal da Fronteira Sul |
dc.source.none.fl_str_mv |
Revista Insignare Scientia - RIS; v. 6 n. 1 (2023): Revista Insignare Scientia; 215-238 2595-4520 reponame:Revista Insignare Scientia instname:Universidade Federal da Fronteira Sul (UFFS) instacron:UFFS |
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Universidade Federal da Fronteira Sul (UFFS) |
instacron_str |
UFFS |
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UFFS |
reponame_str |
Revista Insignare Scientia |
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Revista Insignare Scientia |
repository.name.fl_str_mv |
Revista Insignare Scientia - Universidade Federal da Fronteira Sul (UFFS) |
repository.mail.fl_str_mv |
roquegullich@uffs.edu.br|| |
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