ACTIVE METHODOLOGIES AND HYBRID TEACHING: as tools in the teaching and learning process of Geography in Elementary School

Abstract

This work aims to investigate whether the practices of Active Methodologies and Hybrid Teaching will contribute to the teaching-learning process of students in the subject of Geography. It aims to verify the application of active methodology and hybrid teaching, as possible pedagogical tools to achieve educational goals at times of social distance. The research will initially be developed from the bibliographic review and through a qualitative and quantitative approach, proposing to verify if the active methodologies are part of the teaching plan of the school under study. And to get to know the researched universe, questionnaires will be applied through Google Forms with teachers and students. Observation visits will also be carried out, in order to characterize the school and its spaces focused on the use of new technologies, such as Blended Learning. There will be visits and observations "in loco", to understand the ways in which teachers articulate technologies, such as Blended Learning in their pedagogical practices. Having the data collected in the research, we will move on to the description and confirmation of the objectives. It concludes that hybrid teaching does not replace face-to-face teaching, but they complement each other in student learning. Thus, active methodologies and digital technologies contribute to the articulation of knowledge between teacher and student, to the sharing of experiences and the development of critical thinking.