Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilities
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/30657 |
Resumo: | This article is the result of a bibliographic research on active methodologies, especially blended teaching and flipped classrooms for students with disabilities. These methodologies have stood out for better correlating technology and the breadth of the scope of learning, both in the school space and outside it. The rotation model allied to the Inverted Classroom sub-model are more suitable for the reality of students with disabilities, which, in turn, demand different educational requirements and efficient approaches, as discussed in this article. For this, the choice was made by a qualitative research, through bibliographic investigations, of an exploratory nature, in which different publications on the theme Inverted Classroom in the learning of students with disabilities were discussed. Among the results, we identified that the learning of these students achieves better results articulated with the Inverted Classroom, and their knowledge is acquired in a way that their limitation in teaching activities is circumvented by the personalization of teaching. This study promotes the constant debate towards the development of efficient pedagogical practices that are adequate to the demands of the ever-changing students, using technological resources to arouse interest and facilitate learning. |
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Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilitiesMetodologías Activas en la Educación: la enseñanza remota/flexible y la aula invertida para estudiantes con discapacidadesMetodologias Ativas na Educação: o ensino remoto/flexível e a sala de aula invertida para estudantes com deficiência Active methodologiesInclusionTeaching-learningTeachingFlipped classroom.Metodologías activasEnseñanza-aprendizajeInclusiónEnseñanzaAula Invertida.Ensino-aprendizagemInclusãoMetodologias ativasEnsinoSala de Aula Invertida.This article is the result of a bibliographic research on active methodologies, especially blended teaching and flipped classrooms for students with disabilities. These methodologies have stood out for better correlating technology and the breadth of the scope of learning, both in the school space and outside it. The rotation model allied to the Inverted Classroom sub-model are more suitable for the reality of students with disabilities, which, in turn, demand different educational requirements and efficient approaches, as discussed in this article. For this, the choice was made by a qualitative research, through bibliographic investigations, of an exploratory nature, in which different publications on the theme Inverted Classroom in the learning of students with disabilities were discussed. Among the results, we identified that the learning of these students achieves better results articulated with the Inverted Classroom, and their knowledge is acquired in a way that their limitation in teaching activities is circumvented by the personalization of teaching. This study promotes the constant debate towards the development of efficient pedagogical practices that are adequate to the demands of the ever-changing students, using technological resources to arouse interest and facilitate learning.Este artículo es el resultado de una investigación bibliográfica sobre metodologías activas, en especial la enseñanza semipresencial y las aulas invertidas para alumnos con necesidades específicas. Esas metodologías se han destacado por correlacionar mejor la tecnología y la amplitud del alcance de los aprendizajes, tanto en el espacio escolar como fuera de él. El modelo de rotación aliado al submodelo de Aula Invertida es más adecuados a la realidad de los estudiantes con discapacidad, que, a su vez, demandan diferentes requerimientos educativos y enfoques eficientes, como se discute en este artículo. Para ello, se optó por una investigación cualitativa, a través de investigaciones bibliográficas, de carácter exploratorio, en las que se discutieron diferentes publicaciones sobre el tema Aula Invertida en el aprendizaje de alumnos con discapacidad. Entre los resultados, identificamos que el aprendizaje de estos estudiantes logra mejores resultados articulados con el Aula Invertida, y sus conocimientos se adquieren de manera que su limitación en las actividades docentes es sorteada por la personalización de la enseñanza. Este estudio promueve el debate constante hacia el desarrollo de prácticas pedagógicas eficientes y adecuadas a las demandas de los siempre cambiantes estudiantes, utilizando recursos tecnológicos para despertar el interés y facilitar el aprendizaje.Este artigo é resultante de uma pesquisa bibliográfica sobre as metodologias ativas, sobretudo o ensino híbrido e sala de aula invertida para alunos com necessidades específicas. Essas metodologias têm se destacado por melhor correlacionar tecnologia e amplitude do alcance da aprendizagem, tanto no espaço escolar como fora dele. O modelo de rotação aliado ao submodelo Sala de Aula Invertida se mostram mais adequados a realidade dos alunos com deficiência que, por sua vez, exigem diferentes exigências educacionais e eficientes abordagens conforme objeto de discussão deste artigo. Para isso, a escolha foi feita por uma pesquisa qualitativa, por meio de investigações bibliográfica, de caráter exploratório, na qual foram discutidas diferentes publicações sobre o tema Sala de Aula Invertida na aprendizagem de alunos com deficiência. Dentre os resultados, identificamos que a aprendizagem destes alunos alcança melhores resultados articulada com a Sala de Aula Invertida, sendo seu conhecimento adquirido de maneira que, sua limitação nas atividades de ensino é contornada pela personalização do ensino. Este estudo promove o debate constante rumo ao desenvolvimento de práticas pedagógicas eficientes e adequadas às demandas dos alunos sempre em transformação, utilizando os recursos tecnológicos para despertar o interesse e facilitar a aprendizagem.Research, Society and Development2022-06-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3065710.33448/rsd-v11i7.30657Research, Society and Development; Vol. 11 No. 7; e60011730657Research, Society and Development; Vol. 11 Núm. 7; e60011730657Research, Society and Development; v. 11 n. 7; e600117306572525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/30657/26105Copyright (c) 2022 Maikom Joaquim Barbosa Ecard da Silva; Hermelinda Peixoto Pereira Martins; João Paulo Martins Barcelos; Renato César Oliveira Junior; Vanessa de Medeiros Figueiredo Tavares; Elizabeth Premoli Azevedo; Raíza Teixeira Griffo Vasconcelos; Silvana Reis dos Anjos; Lafayete Menezes de A. L. Rios; Marcos Lourenço da Silva Zanotellihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Maikom Joaquim Barbosa Ecard da Martins, Hermelinda Peixoto PereiraBarcelos, João Paulo MartinsOliveira Junior, Renato César Tavares, Vanessa de Medeiros FigueiredoAzevedo, Elizabeth Premoli Vasconcelos, Raíza Teixeira GriffoAnjos, Silvana Reis dos Rios, Lafayete Menezes de A. L.Zanotelli, Marcos Lourenço da Silva 2022-06-06T15:12:05Zoai:ojs.pkp.sfu.ca:article/30657Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:47:20.146522Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilities Metodologías Activas en la Educación: la enseñanza remota/flexible y la aula invertida para estudiantes con discapacidades Metodologias Ativas na Educação: o ensino remoto/flexível e a sala de aula invertida para estudantes com deficiência |
title |
Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilities |
spellingShingle |
Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilities Silva, Maikom Joaquim Barbosa Ecard da Active methodologies Inclusion Teaching-learning Teaching Flipped classroom. Metodologías activas Enseñanza-aprendizaje Inclusión Enseñanza Aula Invertida. Ensino-aprendizagem Inclusão Metodologias ativas Ensino Sala de Aula Invertida. |
title_short |
Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilities |
title_full |
Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilities |
title_fullStr |
Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilities |
title_full_unstemmed |
Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilities |
title_sort |
Active Methodologies in Education: remote/flexible teaching and the flipped classroom for students with disabilities |
author |
Silva, Maikom Joaquim Barbosa Ecard da |
author_facet |
Silva, Maikom Joaquim Barbosa Ecard da Martins, Hermelinda Peixoto Pereira Barcelos, João Paulo Martins Oliveira Junior, Renato César Tavares, Vanessa de Medeiros Figueiredo Azevedo, Elizabeth Premoli Vasconcelos, Raíza Teixeira Griffo Anjos, Silvana Reis dos Rios, Lafayete Menezes de A. L. Zanotelli, Marcos Lourenço da Silva |
author_role |
author |
author2 |
Martins, Hermelinda Peixoto Pereira Barcelos, João Paulo Martins Oliveira Junior, Renato César Tavares, Vanessa de Medeiros Figueiredo Azevedo, Elizabeth Premoli Vasconcelos, Raíza Teixeira Griffo Anjos, Silvana Reis dos Rios, Lafayete Menezes de A. L. Zanotelli, Marcos Lourenço da Silva |
author2_role |
author author author author author author author author author |
dc.contributor.author.fl_str_mv |
Silva, Maikom Joaquim Barbosa Ecard da Martins, Hermelinda Peixoto Pereira Barcelos, João Paulo Martins Oliveira Junior, Renato César Tavares, Vanessa de Medeiros Figueiredo Azevedo, Elizabeth Premoli Vasconcelos, Raíza Teixeira Griffo Anjos, Silvana Reis dos Rios, Lafayete Menezes de A. L. Zanotelli, Marcos Lourenço da Silva |
dc.subject.por.fl_str_mv |
Active methodologies Inclusion Teaching-learning Teaching Flipped classroom. Metodologías activas Enseñanza-aprendizaje Inclusión Enseñanza Aula Invertida. Ensino-aprendizagem Inclusão Metodologias ativas Ensino Sala de Aula Invertida. |
topic |
Active methodologies Inclusion Teaching-learning Teaching Flipped classroom. Metodologías activas Enseñanza-aprendizaje Inclusión Enseñanza Aula Invertida. Ensino-aprendizagem Inclusão Metodologias ativas Ensino Sala de Aula Invertida. |
description |
This article is the result of a bibliographic research on active methodologies, especially blended teaching and flipped classrooms for students with disabilities. These methodologies have stood out for better correlating technology and the breadth of the scope of learning, both in the school space and outside it. The rotation model allied to the Inverted Classroom sub-model are more suitable for the reality of students with disabilities, which, in turn, demand different educational requirements and efficient approaches, as discussed in this article. For this, the choice was made by a qualitative research, through bibliographic investigations, of an exploratory nature, in which different publications on the theme Inverted Classroom in the learning of students with disabilities were discussed. Among the results, we identified that the learning of these students achieves better results articulated with the Inverted Classroom, and their knowledge is acquired in a way that their limitation in teaching activities is circumvented by the personalization of teaching. This study promotes the constant debate towards the development of efficient pedagogical practices that are adequate to the demands of the ever-changing students, using technological resources to arouse interest and facilitate learning. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-02 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/30657 10.33448/rsd-v11i7.30657 |
url |
https://rsdjournal.org/index.php/rsd/article/view/30657 |
identifier_str_mv |
10.33448/rsd-v11i7.30657 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/30657/26105 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://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 |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 7; e60011730657 Research, Society and Development; Vol. 11 Núm. 7; e60011730657 Research, Society and Development; v. 11 n. 7; e60011730657 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052836625776640 |