With the objective of problematizing Hybrid Education, arguing that the learning subjects already perform in a hybrid way the processes of access, construction and sharing of knowledge, considering that the technological insertion is an inexorable reality and unstoppable in the contemporary context. In the development of this argumentation, it weaves theoretical discussion on the hybrid practices of the apprentice, guiding reflections for the teaching action. This discussion is organized / presented in two constructs that complement each other: It starts with the discussion of the processes and interactions of the - apprentice having as reference the Vygotsky sociointeractionist conception, and the sociopolitical view of Paulo Freire; and continues by discussing Auto (formative) Practices in Digital Culture, bringing contributions from Prensky, Santaella, Edmea Santos and Edvaldo Couto, among others. It seeks to strengthen the arguments with the presentation and analysis of results of three Master's degree researches developed in the GESTEC / UNEB Program, and introduced in 2018, with the listening of apprentices in different contexts, levels and teaching modalities. The theoretical-analytical construction of this text culminates in the proposition of a Modeling for the analysis different types of Hybridism present in training institutions, considering the intentional and planned actions of teachers and educational policies, and the autonomous action of the apprentice. It concludes by the observation that the learning subjects already experience hybrid learning practices, with the incorporation of TDIC in their forms of interaction with the world, and by the preeminence that teaching practices enhance these learnings through the incorporation of their existence and broad possibilities that these represent for the educational process., with the incorporation of Technology in Education in their forms of interaction with the world, and by the preeminence that teaching practices enhance these learnings.
CITATION STYLE
Sales, K. M. B., & de Albuquerque, J. C. M. (2020). Hybrid practices of learning subjects - a modeling proposition for analysis of the forms of hybridism present in the training institutions. Praksis, 17(2), 162–185. https://doi.org/10.25112/rpr.v2i0.2193
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