Sala de aula invertida: uma abordagem pedagógica no ensino superior no Brasil

Abstract

The flipped classroom have been subject of interest to educational institutions and teachers aimed at use of the new technologies in their classes. It is a pedagogical approach based on the principles of active methodology, in which the student has an active role in the learning process. In essence, the flipped classroom consists to reverse the arrangement of traditional education, with the purpose to get the best use of time and space in the classroom. In this approach the classroom is transformed into a dynamic and interactive learning environment. Thus, it is important that their precepts are presented and discussed in the educational environment. The present research aims to identify the design of the pedagogical approach of the flipped classroom, and present the possible contributions to teaching in Brazilian higher education. For this purpose, a bibliographical research of a qualitative nature delimited in the period from 2010 to 2015 was carried out considering books, articles, dissertations and theses published nationally. It was used the content analysis method of Laville and Dionne (1999) in the historical-critical perspective of Saviani (2013). The results found in this study identified the conception of the flipped classroom in Brazil through four theoretical lines: the first Bergmann and Sams (2012) and the FLN Institute; The second one by researchers from France, Qatar, and USA; The third one by MIT with Valente (2013, 2014a, 2014b); and the fourth one from Harvard University with STHEM Brazil Consortium. The main possibilities found for teaching were: the best use of time and space in the classroom; the transformation of the learning environment; new ways of plan and evaluate the teaching materials; the construction of knowledge considering the learning styles students; the changes in the roles of teacher and student; a new teacher and student relationship; the reduction in circumvention of the students; new forms of curricular organization. We conclude that there many contributions of the flipped classroom to teaching. On the other hand this study presents challenges to be faced in this process, requiring that further research be undertaken with a view to presenting ways to educational institutions and teachers who wish to use this approach.