ENSINO HÍBRIDO E METODOLOGIAS ATIVAS NA EDUCAÇÃO SUPERIOR: UM CENÁRIO DE ENSINO-APRENDIZAGEM NA PALAVRA DO PROFESSOR

• Autor(a) principal: Müller, Laura Teresa
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1156
• topic: Ensino de Matemática. Ensino de Ciências. Modelos ativos. Modelos híbridos.; Mathematics Teaching. Science teaching. Active models. Hybrid models.; Ensino de Ciências e Matemática

This study is part of the Teaching and Learning research line, of the Graduate Program in Science and Mathematics Teaching, at the Franciscan University, and has Hybrid Teaching and Active Methodologies as its central theme. The pandemic caused by Covid-19, and the consequent Emergency Remote Teaching implemented, accelerated the discussion process on the potential of Blended Teaching and Active Methodologies with a view to transforming the teaching-learning modes established until then, and to the search, in all levels of education, to rescue students' interest in learning and to ensure learning that actually provides the formation of reflective citizens and protagonists of their learning. It is in this context that this research is proposed, with the objective of investigating the perception of teachers, with training in Science and Mathematics, on the use of Blended Teaching and Active Methodologies in the teaching-learning process in Higher Education. Therefore, we opted for a research with a mixed approach, with a sequential exploratory strategy (QUAL → quan), since it starts from the qualitative to the quantitative. The research started from a Systematic Mapping, which sought to identify primary studies developed nationally and internationally, in order to verify how Blended Learning and Active Methodologies are being made feasible in the educational context, both in Basic and Higher Education, investigating their impact in the teaching-learning process. Data collection was carried out with a structured questionnaire, applied with professors from a Higher Education Institution, with training in the areas of Science and Mathematics, and the interpretation of the data, by Implicative Statistical Analysis (ASI) using the CHIC software (Classification Implicative and Cohesive Hierarchy). From this, it was possible to verify the models of Blended Teaching and types of Active Methodologies used by teachers with training in Science and Mathematics, to diagnose the difficulties presented, facing the teaching-learning process, with the use of the models, as well as to identify the potentialities that they are capable of fostering. Thus, the results show the real importance of such models in the development of abilities and competences of psychological, cognitive and social dimensions for the teaching-learning processes.