A ROTAÇÃO POR ESTAÇÕES NA FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: UMA PROPOSTA NA PERSPECTIVA DA EDUCAÇÃO HÍBRIDA

Abstract

New technologies are constantly emerging, this evolution of modernization processes and the constant transformations have an impact on political, social, cultural and educational development. These changes permeate and influence the educational processes, because the traditional models linked to a conception of a single time and space for the construction of knowledge are distant from the requirements of today, since learning can occur in different ways, in multiple spaces and times. It is considered that there is no single path for teaching and learning, in this logic, pedagogica is open to question, since the paradigms of traditional education do not match the transformations and demands of the information society paradigm. Thus, the problem of this study was How to use the station rotation model as a pedagogical strategy in the continuing education of teachers in basic education in Basic Education? In this way, the objective was to analyze the implementation of the station rotation model as a methodological strategy for pedagogical practice in the continuing education of teachers at a primary school in the early years of Ponta Grossa. We sought through the specific objectives: to understand the historical context in relation to Hybrid Education; Identify the characteristics of the proposed rotation by seasons; Check the feasibility of the proposed rotation by seasons within the initial years of elementary school; Classify student learning in different rotations; Analyze if the Rotation by seasons contributed to the teaching and learning process, in the student's autonomy and protagonist; Analyze the possible contributions of the extension course “Hybrid Teaching and its applicability in pedagogical practice”, in the continuing education of elementary school teachers. The methodology was characterized by the bibliographic review based on Bacich (2015), Behrens (2009), Christensen; Horn; Staker (2013), Freire (1996), Moran (2013), Kenski (2012) and Pretto (2013). The content analysis was supported by the concepts of Bardin (2009), a field research was carried out, with qualitative analysis supported by Flick (2004). The research data were collected through the extension course that was sent and approved by the Research Ethics Committee in 2019. The data collection instruments available in the online course consisted of 3 (three) semi-structured questionnaires in person, the course was offered to 20 (twenty) teachers of Basic Education, in hybrid mode, organized on the moodle platform with a workload of 50 hours. The results of the research indicated that teachers want and need continuing education processes, which they consider essential for their pedagogical development and the teaching and learning process. Some checks based on data analysis indicated that in order to change conventional practices, it is necessary to improve the proposals for continuing teacher education, leading the teacher to reflect on his own practice and the results of his students' learning process. The analyzed questionnaires showed an absence of theoretical knowledge, restricting themselves to a discourse without reflection, presenting “impressions” about the training practice. It is noteworthy that from the testimonies the physical space and technological resources were not cited as impediments to the study, as well as participation in the extension course. Finally, most participants stressed that the proposal for rotation by seasons contributed to their engagement in the construction of planning, in the observation of the construction of student knowledge and in the possibilities of personalizing pedagogical work.