Reflections on hybrid teaching: demystifying concepts and models in the process of pedagogical practice

Abstract

With the publication of Ordinance 2,117/2019, which provides for the workload in the Distance Learning - EaD modality in on-site undergraduate courses, teachers and students are experiencing moments of innovation, both in pedagogical practices and in the assessment of learning through technologies. With the convergence between ordinances 2,253/2001 and 4,059/2004, the twenty percent of distance working hours were advances to incorporate the integrated use of Information and Communication Technologies - ICT in the teaching plan of the subjects, and teaching began to be integrated between face-to-face and virtual teaching, blended learning. Eleven years after the publication of this ordinance, the arrival of remote teaching with the pandemic, little is known about this type of teaching. Thus, the purpose of this study is to present and discuss different concepts and methods that involve blended learning. For that, a referential search was carried out, in studies in works that discuss theoretical-conceptual themes in blended practices. Theorists such as: Horn and Staker (2015), Moran (2015), Oliveira (2012), among others, supported the discussions. Among the different conceptual conceptions, the consulted literature provided knowledge of previously unknown models of learning: face-to-face and online, blended or blended teaching, as a way of looking at education in contemporary times.