Metodologia Ativa: Sala de Aula Invertida e suas Práticas na Educação Básica

Abstract

This study proposes an investigation about the active methodology called "inverted classroom" and its practices in basic education, problematizing how they occur. In the introduction, we justify the importance of the topic as an investigative focus. Methodologically, it is a qualitative study, it was used a bibliographical review in dissertations produced in a national scope that included the active methodology methodology, inverted classroom, and the search of the data was carried out in the period from 2014 to 2018, in the database of the thesis and dissertations captions from the descriptors "active methodology" and "inverse classroom." Preliminary results indicated 36 dissertations, of which 8 met the inclusion criteria, being 6 masters scrito sensu and 02 professional masters, the others were excluded because they did not establish an adequate dialogue and in line with the theme. The conclusions pointed out that when thinking of the inverted classroom as a practice we must consider the fundamental role of technology as well as the changing role of the teacher who becomes the mediator of the process and we understand that the inverted classroom fits like a teaching-learning strategy. However, basic education demands new formats of student-teacher-student interaction, and it seems that active methodologies are gaining space, but still require appropriation by teachers and others involved in academic processes.