Ensino híbrido: potencialidades e limitações na perspectiva do ensino superior

Abstract

Covid-19 pandemic has accelerated and highlighted the need to incorporate digital Technologies into the teaching and learning process. This conclusion is not unheard of, since several educators, such as Valente (2015), Horn and Staker (2013), Bacich, Tanzi Neto and Trevisani (2015), Moran (2018) already pointed to hybrid teaching or blended learning as the biggest educational trend for this century. Hybrid teaching considers that there are different forms of teaching-learning, therefore, it is not limited to a single mode, time and space, which can have Digital Communication and Information Technologies (TDIC) as great allies. From this perspective, the blended learning holds the principles of personalized teaching, student protagonism, flexibility, meaningful learning through real-world problem solving, development of social and emotional competencies and skills. However, as every paradigm shift has its challenges, the application of hybrid education, even if it was on an emergency way, exposed problems that need to be faced and overcome, among them, the lack of technological infrastructure and the gap in teacher training to deal with digital teaching tools. Concerning the time frame of the pandemic crisis, the general objective of the present study is to evaluate potentialities and limitations related to the application of hybrid teaching in higher education, of the Recife Campus, in IFPE. Regarding to the used methodology, it has a qualitative approach, of applied field, which is characterized as a case study. With this research, it was possible to map the potentialities and limitations experienced by professors and students in relation to hybrid teaching, reflect them based on the theoretical contribution and discuss them, thus generating contributions and perspectives for growth (learning) through a product which consists of proposing a continuing teacher training course on hybrid teaching associated with active methodologies and pedagogical usability of Virtual Learning Environments, tools and digital platforms. Finally, it is hoped that the results of this research will contribute to reflection and improving the teaching-learning process in that institution and in others that resemble the context described in this study.