O ensino híbrido na prática pedagógica de professores de biologia : limites e possibilidades no processo de ensino e aprendizagem da citologia

Abstract

Blended learning is a formal educational program that represents a combination of presential and virtual education in order to promote a more significant learning. Inserting those models in the teacher’s pedagogical practices presents a challenge although also a need, once the information and communication technology are increasingly present of the contemporaneous world. To ignore this fact and continue to exercise practices centered on the teacher as the holder of all knowledge goes against the world acceleration flow. In this context, we find on the cytology content a stigma assessed both by the students and the teachers, difficulting its teaching and learning. Therefore why not to unify both aspects and analyze the contributions they can exercise for the science teaching? For this purpose we based ourselves on the following matter: How can the pedagogical practices of biology teachers through blended learning contribute to the process of teaching and learning the topic of cytology? To seek an answer to the concern, our research had the collaboration of four biology teachers of a state school from the city of Recife-PE. As instruments for data collect we utilized the semi structured interview, observation and audio recording of the formative meetings, non-participant observation, guide sheet analysis and survey applied to the students. For data processing we guided our content analysis according to Bardin (1994). The results arising from the initial interview revealed a panorama of lack of knowledge over the subject of blended learning on the initial and continuing education, besides the repetitive reproduction of locked up practices by the teachers. Throughout the formative process we could notice a change in the posture and concept construction by the teachers, culminating on the planning of the blended classes. The observation of those classes, as well as the student’s feedback, enabled us to realize the engagement and involvement of all during class. Analyzing the final interview we understood that the teachers realized the construction of the knowledge in respect of cytology, in addition to citing aspects such as: engagement, insecurity, difficulty and overcoming. Thus we conclude that it is extremely important and there is an increasingly investment in formation, reflections and pedagogic practices that search to value and involve the student, placing him in the center of the process and the protagonist of his own learning.