Educação híbrida: os desafios da docência e o novo fazer pedagógico na era digital

Abstract

This research is linked to the Postgraduate Program in Education (PPGE) from Research Line 1 Training, Knowledge and Professional Development.Technology is increasingly present in our daily lives, especially in the face of the COVID-19 pandemic, a period in which its use was essential to continue the teaching-learning process of our students. This work deals with which personal, professional, methodological and technological changes, caused by the COVID-19 pandemic, impacted managers and teachers in the teaching-learning process and which of them canbe included in our teaching practices, such as Hybrid Education, whose relevance is justified by the insertion of technological resources in education, which caused great challenges for school management and the teaching team. The objective of this research was to analyze the personal, professional, methodological and technological impacts on the teaching-learning process generated by the pandemic, in an environment of dialogue, deconstruction and reconstruction of knowledge and pedagogical practice, in a collaborative way with the group of teachers. The research is qualitative in nature, carried out using the Investigative-Formative Dialogical Circles methodology, with the aim of promoting collaborative teaching construction, based on moments and spaces of sensitive listening and an attentive look at the action-reflection-action of praxis, instigating the capacity for self-(trans)formation so that teachers and the public school itself can build a more flexible education, given connectivity and use/access to technological devices and digital resources, aiming at new pedagogical know-how in the digital era. The results obtained, from the collaborative dialogue and individual registration, data analysis allowed us to arrive at the personal, professional, methodological and technological impactscaused by the insertion of technologies in the teaching-learning process, impacts that are intertwined with each other. As for the new pedagogical know-how, its construction began in social isolation, through technological insertion in education and which, since then, has been improved every day by technological innovation itself. Therefore, this work contributed to teacher self-transformation in the face of pedagogical praxis, through the insertion of technologies in the school, in order to give new meaning to educational learning, aiming at the implementation of hybrid education in basic education. There is still room to research on equitable access to technology and the diversification of virtual environments so that education can accompany the teaching-learning process of future generations, on the pros and cons of artificial intelligence in education and the constant improvement of pedagogical practice in order to intensify the understanding of reading and writing in the digital age. There are still gaps regarding the appropriate skills for teachers with digital purposes so that the needs that arise can be met by training institutions in this new emerging context, with the aim of their true integration in the teaching-learning process, motivating and encouraging commitment to organization of studies and student learning performance, always striving for quality education in the digital age.