Expansão das fronteiras da sala de aula: uso de uma rede social educativa no contexto do ensino híbrido na educação básica

Abstract

The present research proposes the construction of a pedagogical experience by inserting the blended teaching methodology combined with the use of the Educational Social Network, Edmodo, as an active pedagogical practice, potentializing the educational process inside and outside the school. The advent of digital technology in contemporary has contributed to a new form of culture, cyberculture and a new space of interaction, cyberspace, both in the current context of social organizations characterize a new time, with economic, social and behavioral transformations in several structural society. In this perspective, the school as a social environment should not be outside to these changes. For this reason, the objective is to investigate the effects of blended teaching methodology as an active or innovative pedagogical practice, through tools familiar to the context of cyberculture and cyberspace in order to promote changes to the actions of the classroom. The experiment was carried out in a public school of the State of Pará, in Marabá, with two teachers from the area of Languages and students from high school class. In order to analyze and reflect the elaboration and implementation of aspects of blended teaching methodology in the classroom to meet the objectives of the educational process, the research is defined as a qualitative methodological approach, like case study. For triangulation of the information and analysis of the collected data were used questionnaires, interviews to the subjects involved in the research and an observation grid directed to the classes developed throughout this experiment. The theoretical contribution is based on authors who collaborate on the use of technologies as tools to support pedagogical practice and its relevance in the construction of knowledge as Lévy (1999), Tápias (2003), Kenski (2008), Moran (2015) and Fava (2016) . As results, it was verified that the use of Edmodo in the context of blended education is relevant to the construction of knowledge and autonomy, by focusing the student in the educational process, but also challenging due to the lack of technological equipment and the precarious infrastructure available in certain Brazilian schools.