O Ensino Híbrido no Contexto das Escolas Públicas Brasileiras: Contribuições e Desafios

• Main Author: Edsom Rogério Silva
• Format: Article
• Language: Portuguese
• Published: Universidade Federal do Tocantins 2018-02-01
• Series: Porto das Letras
• Online Access: https://sistemas.uft.edu.br/periodicos/index.php/portodasletras/article/view/4877

The present article approaches Hybrid Teaching as a possibility for the promotion of inclusion in a classroom, once an adoption of more democratic positions and that encourage the student to act autonomously, are a great alternative to success in the teaching and learning process, because instead of labeling the differences as negative aspects, or even obstacles, they are seen as allies in the process of knowledge construction. Starting from this premise, we will initially present a brief history of the aforementioned teaching proposal, seeking to define what can in fact be considered as Hybrid teaching methodology. In sequence, we will explore the possibilities of this proposal, as a way for the mediation of inclusion, in front of the different ways of appropriating knowledge possible in a heterogeneous classroom. Finally, we will analyze the challenges and contributions related to the choice of such teaching methodology, specifically in the context of the Brazilian public schools.