Entre a teoria e a prática: as percepções dos docentes sobre ensino híbrido e metodologias ativas na rede municipal de ensino de Uberlândia-MG (2020-2022)

Abstract

This study presents the result of a survey carried out with elementary school teachers from the municipal education of Uberlândia/MG, located in Triângulo Mineiro, which sought to identify what conception they had about active methodologies and blended learning. In addition, it aimed to know the reality of four schools regarding the use of technological resources (tablets, computers, cell phones and others) to improve teaching and student learning. As a theoretical framework, this research was based on the concepts of protagonism and student autonomy from Dewey (1979); Vigotski (2001, 2009) and Freire (2021). The concepts and discussions regarding active methodologies and blended learning were based on studies by Valente; Almeida (2011), Horn; Staker (2015) and Moran; Bacich (2018). The methodology was based on the assumptions of mixed methods approaches and a bibliographic study , through a case study. The data was colected from semi-structured questionnaires and it was used Laurence Bardin’s Content Analysis (1977) as an analysis technique. The results showed that the researched teachers perceive the concepts of blended learning and active methodologies according to the theoretical basis of the mentioned authors, but they still maintain teaching methodologies centered on the teacher due to the difficulty of accessing and using devices and digital technology in their pedagogical practice.