Formação docente via educação a distância: a sala de aula invertida em conexão com as demandas pedagógicas da EJA

Abstract

Youth and Adult Education- EJA is a teaching modality regulated by LDB - Law of Guidelines and Bases of Education nº 9.394/1996. Teacher training processes are essential for rethinking teaching methodologies in tune with the learning demands of EJA subjects. With technological advances and the characteristics of digital culture, the classroom is reconfigured and discussions about Active Methodologies are frequent. The Flipped Classroom presents itself as an Active Methodology that can contribute to student protagonism, considering the challenges faced by EJA teachers. Due to pedagogical and technological innovations, teachers need teacher training and greater investments in professional qualification. In this sense, Distance Education - EAD can prove to be promising for teacher training processes, in view of flexibility and democratization in access to Virtual Learning Environments - VLE. The general objective of this research is to propose teacher training in the distance mode on the Inverted Classroom, considering the pedagogical demands of Youth and Adult Education - EJA. The specific objectives of this research were: 1) To characterize the profile and perceptions of teachers about the subjects of EJA and the Inverted Classroom as a continuing education; 2) Provide a teacher training course via Distance Learning for Youth and Adult Education teachers - EJA on the Flipped Classroom; 3) Elaborate didactic material on the Flipped Classroom, prioritizing learning trails within the scope of Teacher Training for Youth and Adult Education - EJA. In methodological terms, this is an applied research, with a qualitative approach, with a case study. For data analysis and treatment, Content Analysis was used (Bardin, 2016). As a data collection instrument, a semi-structured questionnaire was used. The elaboration of the course ―“Flipped Classroom in EJA: what is it and how to implement it?” ― it was based on the theoretical framework of this research and on the results of the collection instrument that revealed the need for teacher training in the aforementioned Active Methodology, as the research subjects pointed out the Inverted Classroom as a possibility for the EJA modality, in order to motivate the role of students. The researched teachers presented still incipient concepts regarding conceptions about Active Methodologies, in particular, regarding the use of the Flipped Classroom in didactic planning or pedagogical practices. The research data contributed to the preparation of the Course, which was organized and taught at the AVA Moodlle - Extension of UFRPE/UAEADTec and the Didactic Material "E-book Flipped Classroom in Connection with the Pedagogical Demands of EJA” was built in line with the course program. The proposal for the teacher training course and the didactic material designed to support the teaching and learning processes in the VLE Moodle are educational products of this research, in view of the requirements of the Professional Master's Degree in the Area of Concentration in Distance Education.