Ensino híbrido apoiado na teoria da zona de desenvolvimento proximal para o Ensino de Física.

Abstract

This work has as its main subject the use of active methodologies within the large area of research in Education, following the line of Technologies for Education, Dissemination and Teaching of Science and Mathematics. Supported by hybrid teaching and Vygotsky's theory of learning, a method was determined that would enable the hybrid teaching of Physics in a public school in the East Zone of the City of Manaus in the State of Amazonas within its peculiarities of physical space, logistics of materials and student profile. The research tested an active methodological model that suited the needs of this public school. The investigation was conducted in a participatory manner and analyzed qualitatively, with the participation of 60 individuals, without loss of participants in the process, following the fundamentals of research indicated by Creswell. The work focused on the reality of a school that serves low-income students, located in an area of great social inequality, with little access to technologies aimed at education, so it was necessary to analyze the tools that students and teachers had more access to , such as: the set of Google tools for education, Didactic Experiment, supporting texts, video classes and face-to-face classes. The data collection process used the application of knowledge tests and retests for subsequent performance analysis through descriptive statistics. The technological set sought to serve as a scaffolding of knowledge for observation and analysis of the physical phenomenon based on the skills indicated in the new BNCC for New High School. The application of the method made the students get used to the role of main actors in the teaching-learning process and, through the development of their abilities, they could better understand the studied phenomena. In view of this, the learning process was conducted based on the knowledge that is part of the students' Real Development Zone, defining which knowledge was acquired after the process. Thus, through technological mediation, the researcher, together with the students' Proximal Development Zone, carried out development work, adaptation and application of students' skills, leading to a certain individualization of teaching. Finally, the methodology had a magnifying glass methodology and formal classification of learning the theory of Vygotsky's Zone of Proximal Development, making it possible for the researcher to scientifically follow the growth and development of the students' abilities.