As contribuições da sala de aula invertida para as práticas pedagógicas dos professores do ensino médio

Abstract

This course completion work aimed to investigate the flipped classroom in the pedagogical practices of high school teachers. For this, a data survey was carried out between the years 2002 and 2021, through a bibliographical review, through the search tools of the Journal Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the online research platform Academic Google. Even more, data were collected through 29 academic works between the years 2002 and 2021 on the subject; among them, four books. The research was conceived under the perspective that the flipped classroom expands the opportunities for a more beneficial learning, making the teacher more competent when instructing. The results considered that the use of the flipped classroom made the participation of teachers even more aware of learning, in the construction of meaningful knowledge for students. In addition, we found that the teachers' pedagogical practices collaborated with the quality of students' learning. In this sense, due to the fact that they are attentive and active during the phases in the active teaching methodology, autonomously, with freedom to choose the best strategy to study, made possible by the inverted classroom in activities.