Ensino híbrido na formação de professores/as de ciências e biologia: perspectivas e interfaces com a tecnodocência

Abstract

The initial teachers training is an essential foundation for the development of pedagogical competencies that foster critical and effective practice. Given the complexity of the teaching act, it is important to highlight the incorporation of innovative methods into training processes, enhancing meaningful and collaborative learning. In the teaching of Science and Biology, traditional practices still predominate, hindering content comprehension and requiring pedagogical renewal and the adoption of strategies that encourage greater student engagement. In this context, blended learning emerges as an innovative approach, promoting student agency and learning flexibility. This study was to examine the challenges and opportunities associated with integrating blended learning, active methodologies, and educational technologies into the initial preparation of Science and Biology teachers at a public institution of higher education. The research, qualitative, exploratory, and based on action research, was conducted with undergraduate students in Biological Sciences at a public university in Ceará, Brazil. For data collection, a pedagogical intervention was carried out, and a questionnaire was administered. Data analysis was conducted through categorization. By examining the curriculum, it was noted that, although the program provides a solid theoretical-practical foundation, it still lacks effective incorporation of technological and methodological innovations. In addition, structural barriers persist, such as a shortage of full-time faculty and insufficient continuing education focused on pedagogical innovations. The findings revealed that preservice teachers recognize the relevance of active methodologies and blended learning in promoting dynamic, student-centered learning. They expressed interest in applying these approaches in the future, provided that school contexts and infrastructure conditions are respected. However, resistance to change, inequalities in access to technology, and limitations in training related to the pedagogical use of these resources were also identified. The interpretative analysis, in light of Tecnodocência, showed alignment with the ten principles of this framework, highlighting its applicability in teacher education and its relationship with blended learning and the research data. It is concluded that the integration of blended learning, active methodologies, and digital technologies represents a promising path toward innovative, critical, and contextualized pedagogical practices, contributing to the redefinition of Science and Biology education.