Sala de aula invertida no ensino de biologia: uma experiência numa escola pública de ensino médio

Abstract

The presence of digital information and communication technologies (DICT) in education has brought significant changes in the pedagogical strategies used in the classroom, encouraging the implementation of active methodologies, abandoning the expository model in which students absorb information from the teacher in one rhythm. The Flipped Classroom methodology that uses the DICT in its composition allows the student to study in own rhythm and in own schedules, because consists in the availability of different digital media, such as videos, texts, slide presentations, made available by the teacher to the student To study at home and later in person, during the class, to deepen the content that previously studied. The present work, being a planned experiment to be research, had as objectives to discuss the application of the Flipped Classroom methodology in a high school class of a public school in Fortaleza and issues inherent to the insertion of the TDIC in education, as well as to evaluate the application Of this methodology based on the narrative present in the regency diaries of the stage developed in class A, of the third year of the High School of EEFM Antônio Sales. In Brazilian reality this methodology, when applied in the final series of basic education, exposes other problems, such as difficulties in interpreting texts and concepts that are poorly structured in previous series. Still structural problems such as lack of enough computers for each student to work individually. To create of the content in the Flipped Classroom is very important, but it is not the main point, especially when it comes to accessing the information. The lack of access of the students to the online content, needing to be made available in other ways. In the insertion of active methodologies it is necessary to have a planning plasticity to offer both the content of different forms, but also, activity that generates a multiplicity of communicative situations of interrelationship that can be Oriented and used educationally by teachers. The new teachers must be prepared to modify the methodologies to adapt to a new reality, but without stopping to encourage the critical development and thinking of students inserted in the reality of Brazilian public education.