Implicações de uma experiência didático-pedagógica de ensino híbrido com metodologias ativas e Personal Learning Environmente para o ensino médio

Abstract

The educational contexts must improve to prepare young students to act as main responsible for their learning processes. In this way, the objective of this study is to investigate the learning conditions provided by didactic-pedagogical strategies based on Active Methodologies and Personal Learning Environment in a course in the Hybrid Learning model for high school students. To this end, it was proposed a qualitative research, of exploratory character, that used field studies, with the application of questionnaires and focus group interviews for data collection, which were analyzed from the content analysis procedures and based on previous analysis categories defined as interaction, collaboration, autonomy and reflection. The population was made up of 57 first-year students of the technical courses in Furniture and Buildings integrated into the high school of the Instituto Federal Farroupilha Campus Santa Rosa. The results showed that even though these students have grown up using the technologies, they aren´t, naturally, on-line students because they don´t have experience with formal educational processes in these environments and, therefore, they show difficulties when placed in the center of these processes. It is also evident that the learning processes can be facilitated by the use of external resources as the technological tools, which are widely found in on-line education proposals. In addition, with the support of a Hybrid Learning model, the high school students have developed procedures for interaction, collaboration, autonomy and reflection, acting between face-to-face and on-line environments. It is concluded that with a didactic-pedagogical organization that enhances the use of Active Methodologies and supported by Personal Learning Environment in a Hybrid Learning model, it creates favorable conditions for learning and teaching processes.