A sala de aula invertida como metodologia ativa no ensino público: quais os saberes docentes a respeito desta proposta?

Abstract

For so many years ago, the education was seen by a hierarchical form. Having the teacher as the primary and absolute wisdom power and the student as a passive learning receptor. This kind of education, called by Paulo Freire as Banking Education, which is imposed in an aggressive way, resulting in frustrated, unhappy students without motivation to learn. Students that don’t see themselves in the instruction and learning process. With the advance years, the education has been meaningful, and new methodologies show up with the objective of break up this traditional education vision of instruction and learning. Among new proposals, stand out the Active Methodologies, which bring fundamental characteristics of learning, giving the student the dynamic participation in the classroom. Being the protagonist, his experience is based in the action-reflection-action and, most important, the interaction. For this research, we choose of one its approaches: a flipped classroom. We work with Jonathan Bergman and Aaron Sams to better understand this model of education. Keep in mind that they were the initiators of this new learning method. Related to the general objective, we propose to identify the knowledge docents related to flipped classroom in a public school. Trying to reach this objective, we mark off some specific objectives to better know the knowledge docent about flipped classroom. Identify the existence of continuing formation for the work with active methodologies, in specific with the flipped classroom. And evaluate the internal and external conditions to the possible fulfillment. To this kind of methodology, we use a qualitative and exploratory research with the camp research realization. With instrument of data collection, we opt to interview six teachers from final years of Elementary School II, at a public school in Joao Pessoa-PB. Among the results obtained, we emphasize teachers’ lack of knowledge about Active Methodologies, consequently flipped classroom. This information shows us how insufficient is this theme on continuing formations; reflecting, therefore in the practical teaching. Another point of view that called our attention was the negative vision seen by most teachers about contemporaneous alumnus and the passive position that they still occupy, bringing traces of traditional education. At the end of this work, emphasize the importance of insertion of these themes in continuing formations, with the goal to offer our teachers, a practice where the student will be the active subject, benefiting an autonomous alumnus being also responsible for his formation.