Sala de aula invertida: uma proposta para o ensino de língua portuguesa

Abstract

This study aimed to present an inverted classroom application model (Flipping-LP) oriented to the Portuguese language subject, as well as to verify if the methodology undergoes modifications when directed to the mother tongue teaching. This proposal is a strategy that aims to change the traditional aspects of face-to-face teaching, since it changes the logic of classroom organization, having its roots in blended learning (HORN; STAKER, 2015). To achieve these objectives we carried out, as a methodological procedure, a bibliographic research, in which recently published studies were analyzed in order to investigate how the Inverted Classroom Model (ICM) has been applied in different teaching areas. The analysis were carried out under a qualitative approach, according to the following criteria: the pedagogical conception adopted by the research authors and the digital and material resources used in their practices. As results, we discovered small differences in the methodology when applied in Portuguese language classes, which are the different approaches of face-to-face activities, due to the nature of their area of knowledge. As for the pedagogical conception, we observed that the concept of autonomy was present from the didactic planning of the authors to the effective application of the projects, which meets the principles of ICM, also adopted in the elaborated model. Thus, we concluded that the inversion methodology, in principle, is a viable way of implementing blended learning in many disciplines, and its success depends, among other factors, on a good teacher planning.