ENSINO HÍBRIDO NA EPT: DO CONFLITO À MEDIAÇÃO PEDAGÓGICO-DIDÁTICA

Abstract

The present study aimed to analyze the pedagogical-didactic mediation process in the offer of 20% at a distance in the presencial technology courses in the Education Federal Institute (IF Goiano). With the concessions brought by Ordinance 1.134/16, the offer of full or partial distance education courses in Brazil was intensified, enabling the incorporation of new technologies in the achievement of pedagogical goals and the development of hybrid teaching practice. Although the distance education represents great potential in the expansion of educational classroom actions, it is necessary to consider the recent years studies on the expansion of this modality, that shows the market´s interests prevalence. Some educational institutions have implemented these distance learning activities in their presencial courses to reduce costs, highlighting technicists educational practices in virtual teaching and learning environments. In this new formative scenario, which now merges traditional classroom teaching with e-learning activities, the question we seek to answer throughout this research was: how to develop pedagogical-didactic mediation in the offer of 20% distance education on technology higher education courses at Federation Educational Institute in order to contribute to the students integral formation? Therefore, we proposed a dialogue with the Cultural-Historical Theory precepts de (Vigotski, 1991; Oliveira, 2005; Eidt; Tulesk, 2007; Brito, 2015; costa; Libâneo, 2015) and with authors dealing with critical incorporation of Digital Information and Communication Technologies (TDIC) in the educational process educativo (Alonso, 2010; Toschi, 2012; Peixoto, 2015; Costa, 2015, Silva; Toschi, 2015; Araújo; Peixoto, 2016). The qualitative field research was conducted in two Professional, Scientific and Technological Education Institutes of the Federal Network in which the TDIC proved to be important teaching and learning process allies, however, as long as the attention is focused on the teachers continuous formation. Given the research findings, we developed an educational product (primer) aimed at the reflection and improvement of teaching in the 20% offering context.