Educação híbrida: uma possibilidade de inovação na educação básica.

Abstract

The present study focused on the theme Hybrid Education, with the general objective of analyzing the challenges and possibilities of Hybrid Education and understanding how it is applied in basic education emphasizing its use through a qualitative research (LÜDKE; ANDRÉ, 1986) with bibliographic methodology MARCONI and LAKATOS, 2010), having as data collection the documentary analysis (LÜDKE; ANDRÉ, 1986) in which a Knowledge State (MOROSINI, 2015) was carried out, based on a search in the Brazilian Digital Library of Theses and Dissertations (BDTD ) by researches that approached the implementation of Hybrid Education in Basic Education. During the construction of the theoretical framework, he argues and discusses Hybrid Education authors Moran (2018), Horn and Staker (2015), Bacich, Tanzi Neto and Trevizani (2015). The studies show that Hybrid Education is a possibility of reconfiguring the classroom through models such as Rotation, Rotation by Stations, Rotational Laboratory and Inverted Classroom, who favor a personalized education, adapting to the It is important to emphasize that from these models the teacher can adapt them to their reality, considering the school context in which they are inserted. Therefore, the main findings point to Hybrid Education as a possibility of innovation in Basic Education, which reformulates the educational scope, making the learning attractive in which the student can develop skills and competences geared not only for their learning, but for their formation integral, taking as protagonist the active action of the student.