HYBRID EDUCATION IN CONTEMPORANEITY

TOWARD AN EMANCIPATORY PRACTICE IN HIGHER EDUCATION

Authors

  • Eniel do Espirito Santo Universidade Federal do Recôncavo da Bahia https://orcid.org/0000-0003-0589-1298
  • Tatiana Polliana Pinto de Lima Universidade Federal do Recôncavo da Bahia
  • Miguel Angel Garcia Bordas Universidade Federal da Bahia

Keywords:

Hybrid education., Higher education, Digital Technologies.

Abstract

 As a legacy of the cruel Covid-19 pandemic, didactic-pedagogical activities in the post-pandemic period have often been enriched by the use of digital technologies in face-to-face higher education, enhancing educational praxis and enabling the emancipation of students. In this sense, hybrid education emerges as a hopeful possibility of using digital technologies beyond the face-to-face classroom, promoting an active role of the student, with new ways of thinking and acting for teachers and students. Thus, the objective of this study was to analyze the implementation of strategies based on hybrid education in a curricular component in higher education, considering the didactic-pedagogical possibilities of using emerging digital technologies. The methodological path was based on the qualitative approach, with a documentary, exploratory and descriptive research, inspired by virtual ethnography and using the case study strategy. The locus of the study was the hybrid activities, carried out in 2022, in a curricular component of the professional master's degree course of the Postgraduate Program in Science Education, Inclusion and Diversity, at  Federal University of Reconcavo da Bahia. We observed that the hybrid proposal took advantage of the best of both worlds, combining face-to-face classes with online activities, organized in the institution's virtual learning environment. Among the hybrid strategies implemented, we highlight the CAPES Portal Training, the presentation of abstracts at events, as well as the use of digital interfaces to carry out exploratory research, organization of references, anti-plagiarism report and collaborative elaboration of online texts. We conclude that the hybrid activities implemented contributed to a dialogical pedagogical praxis mediated by the action-reflection-action trinomial, thus promoting the critical-reflective emancipation of students in their formation as researchers.

Author Biographies

Eniel do Espirito Santo, Universidade Federal do Recôncavo da Bahia

Doutor em Educação. Professor permanente nos programas de Pós-graduação em Educação Científica, Inclusão e Diversidade (UFRB) e Estudos Interdisciplinares sobre a Universidade (UFBA).

Tatiana Polliana Pinto de Lima, Universidade Federal do Recôncavo da Bahia

Doutora em Educação. Professora permanente nos programas de Pós-graduação em Educação Científica, Inclusão e Diversidade (UFRB) e  Currículo, Linguagens e Inovações Pedagógicas (UFBA).

Miguel Angel Garcia Bordas, Universidade Federal da Bahia

Doutor em Filosofia. Professor titular aposentado UFBA, vinculado aos programas de Pós-graduação em Educação (UFBA) e Difusão do Conhecimento (UFBA).

References

ANDRÉ, M. O que é um Estudo de Caso Qualitativo em Educação? Revista da FAEEBA - Educação e Contemporaneidade, Salvador, v. 22, n. 40, p. 95-103, 2013. Disponível em: https://link.ufms.br/DPZ3N Acesso em: 29 jul. 2023.

BRASIL. Ministério da Educação. Conselho Nacional de Educação/Conselho Pleno. Parecer CNE/CP n. 14/2022. Brasília/DF, 05 jul. 2022. Disponível em: https://link.ufms.br/jLvgy 2 Acesso em: 24 jul. 2023.

CHRISTENSEN, C. M.; HORN, M. L. B.; STACKER, H. Ensino híbrido: uma inovação disruptiva? Uma introdução à teoria dos híbridos. Clayton Christensen Institute, Instituto Península, 2013. Disponível em: https://link.ufms.br/grCu9 Acesso em: 23 jul. 2023.

FREIRE, P. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra, 1967.

FREIRE, P. Pedagogia do oprimido. 17. ed. Rio de Janeiro: Paz e Terra, 1987.

JEZINE, E. A concepção de emancipação em Paulo Freire para uma leitura do acesso à educação superior. Revista da Faculdade de Educação, v. 25, n. 1, p. 15–34, 2019. Disponível em: https://link.ufms.br/PrT0X. Acesso em: 29 jul. 2023.

LUZ, J. A. G.; MIRANDA, F. C. Ensino remoto emergencial: propulsor de reflexões sobre o uso de TDICs em processos de ensino-aprendizagem. In: CARVALHO, M. A. G. et al. Sobre o legado do ensino remoto emergencial na pandemia de Covid-19 para o ensino superior: um olhar para as tecnologias de informação e comunicação. São Paulo: MetaRed Brasil/SEMESP, 2023. Disponível em: https://link.ufms.br/yOmTJ Acesso em: 25 jul. 2023.

LION, C. et al. Repensar a educação híbrida após a pandemia. Buenos Aires: UNESCO, 2023. Disponível em: https://link.ufms.br/99lbs Acesso em: 26 jul. 2023.

PEREIRA, S. C. S.; MENDES, S. P. C Um debate sobre o campo online e a etnografia virtual. TECCOGS – Revista Digital de Tecnologias Cognitivas, n. 21, p. 196-212, 2020. Disponível em: https://link.ufms.br/g6gmP Acesso em: 24 jul. 2023.

UFRB. Universidade Federal do Recôncavo da Bahia. Pró-Reitoria de Planejamento. UFRB em números. Data da última atualização: 19/01/2023. Disponível em: https://link.ufms.br/k6K3R Acesso em: 28 jul. 2023.

VALENTE, J. A. Ensino híbrido mão na massa: aprendizagem com alunos mais ativos. Práxis Educacional, Vitória da Conquista, v. 19, n. 50, p. e11340, 2023. Disponível em: https://link.ufms.br/g0ipp Acesso em: 23 jul. 2023.

Downloads

Published

2024-01-15

How to Cite

do Espirito Santo, E., Lima, T. P. P. de, & Bordas, M. . A. G. (2024). HYBRID EDUCATION IN CONTEMPORANEITY: TOWARD AN EMANCIPATORY PRACTICE IN HIGHER EDUCATION . SUD, 14. etrieved from https://submissao-esud.ufms.br/home/article/view/62

Issue

2023: Anais ESUD|CIESUD

Section

ESUD2023_Artigos Científicos | Trilha Temática IV - Tecnologias digitais

License

Copyright (c) 2024 Eniel do Espirito Santo, Tatiana Polliana Pinto de Lima, Miguel Angel Garcia Bordas

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The event uses the Creative Commons License - Attribution 4.0 International as a basis. It believes in the importance of the open access movement in scientific journals, such as the Open Archives Initiative.

By submitting a text to the event, the authors agree to the following terms:

  1. The authors agree to license works accepted for publication under the Creative Commons License - Attribution 4.0 International.
  2. With CC-BY 4.0 licensing, authors maintain intellectual rights over the text and grant the event the right to first publication.
  3. The authors authorize the sending and indexing of texts written by them in databases and academic and scientific information portals.
  4. Authors are allowed and encouraged to publish and distribute their work online, in institutional repositories, on personal pages and academic social networks, after the editorial process, as long as the forms of licensing and presentation of the text are respected, in addition to the indication of the place of origin of the publication, in this case, the link to the event publishing system.
  5. The authors of the works published in the event are expressly responsible for their content.
  6. All works submitted to the event that have images, photographs, figures in which images of human beings are registered in their bodies must be accompanied by an Image Use Authorization Term by the member participating in the image and, in the case of children, family members of exposed children, with data and signature.