Uma experiência de produção e uso de videoaulas na mediação das aulas de ciências com estudantes do ensino fundamental I sob a perspectiva do ensino híbrido

Abstract

In this research, I analyzed “how the production and pedagogical use of video classes, in the context of Hybrid Teaching, can (re)signify the teaching and learning processes in Science with students in the 4th year of Elementary School I”. Video classes, according to Moran (1995), play a fundamental role in hybrid education, a teaching model that combines face-to-face and online activities. They become valuable pedagogical resources in promoting autonomous learning, personalization of teaching and flexibility for students and teachers. In this research process, I produced nine video classes entitled “Microorganisms, small living beings taught in a fun way”, distributed in thematic units, under the bias of the flipped classroom methodology, with homework activities of evaluative interventions. For the effectiveness of the study, in this work, I opted for a qualitative research approach, with didactic intervention by the teacher researcher, in a class of students in the 4th year of Elementary School I, from a Public School, located in Sinop city, at Mato Grosso state. The teaching proposal combined with teaching comprised six stages for the development of this research. The results indicate that the use of video classes in teaching Science, in a Hybrid Education format, contributed to (re)meaning the teaching and learning process of students in the 4th year of Elementary School I, as it enabled their protagonism in the development of learning itself, which proves that it is a flexible methodology and, at the same time, viable for other contexts.