Uso da sala de aula invertida no contexto educacional do Instituto federal do Espírito Santo – Campus Piúma

Abstract

This work is a proposal for a pedagogical intervention based on the Flipped Classroom methodology that it was applied in the educational context of the integrated high school course, 4th year of the Technical courses in Fisheries, at the Instituto Federal do Espírito Santo (IFES), Piúma campus. This pedagogical approach allows the student to have contact with the content before the face-to-face class, in which, during the class, practical activities such as problem solving, group discussion, among others, can be carried out. As a methodology, it was based on a bibliographic review and an investigation in the experimental field, where teachers and students could experience the methodology in their educational practice. After applying the methodology, students and teachers evaluated their impressions from a Google Forms questionnaire prepared for each group, where teaching and learning were evaluated. This work points out the potentialities, some of the challenges faced and the opinion of students and teachers in relation to the methodology. It also shows that the Flipped Classroom can contribute to the educational practice and is an aid for the teacher for his methodological organization, as well as for the students' study planning and their interaction and more active participation in the process. However, there are still challenges for its applicability, as teachers highlight as the main difficulty in using the methodology the students' understanding of the functioning of this new teaching modality and their engagement in tasks performed at home. In general, the flipped classroom presents a new horizon to students, who, instead of having their time in the classroom used to expose content, can optimize their time with discussions and clarify their individual doubts for better learning and knowledge construction.