A sala de aula invertida no ensino de História no contexto da pandemia da Covid-19: um relato de experiência a partir da Pedagogia Histórico-Crítica.

Abstract

This work has the main objective to narrate and reflect my learning experience, from basic education to higher education, passing through the process of Teaching Practice. The Educational Biography aims to reflect the learning and transformations of the beingsubject in the retrospective and prospective sense of his life narrative about his formation. The methodological directions of the elaborated selfreflection, part of the questions and contributions of MarieChristine Josso, which allows reflections for an invention of the self. The teaching experience report is based on the classroom via Emergency Remote Teaching, in April 2021, where the internship in History place at Escola Cidadã Integral Conselheiro José Braz do Rêgo, in the town of Boqueirão, Paraíba. In this report, the main object of analysis was the practice of teaching methodologies of HistoricalCritical Pedagogy, based on Gasparin, and the Inverted Classroom, by Jonathan Bergmann and Aaron Sams. Even being thought from different places and times, it was possible to bring convergences and contributions of the methods, as well as to observe limitations and difficulties in the context. The work brings the teachinglearning routine to the center of the reflection, debating the role of the learning subjects in the construction of the class towards social transformation. Through the teacher's interpretation of the testimonies, opinions and knowledge of students, raised from preand postclass forms and the test, which was characterized by a textual production, it was possible to corroborate my analysis of the teaching experience with the methodologies in the historical outline in which it is inserted, in the sense of subjectivity and reflexivity.