Hybrid education: the challenges of docência and the new knowledge of pedagogical face in the digital era

Abstract

This study deals with which personal, professional, methodological and technological changes caused by the Covid-19 pandemic impacted managers and teachers in the teaching-learning process, whose importance is justified by the insertion of technologies in education, which posed great challenges to management school and teaching staff. The objective of this research was to evaluate the impacts on the teaching-learning process caused by the Covid-19 pandemic, in an environment of collaborative dialogue with a group of 6 teachers. Method: the research is qualitative in nature, developed through Investigative-Formative Dialogical Circles, based on dialogue and sensitive listening, on the action-reflection-action of educational practice, in the face of connectivity and use/access to technological equipment and resources /digital tools, aspiring to new pedagogical know-how in the new era, the digital era. Results: the main results of the investigation were the insertion of technologies in education, teacher self-(trans)training, hybrid education and the perspectives of teachers and students regarding this new routine. Conclusion and Discussion: this investigation contributes to teacher self-transformation in the face of pedagogical praxis, aspiring to implement hybrid education in basic education, the implementation of which will encompass future studies regarding equal access to technology, the diversification of virtual spaces, the benefits and disadvantages of artificial intelligence in education, the constant improvement of pedagogical practice, and that the gaps that still exist regarding the appropriate skills for digital purposes of teachers, can be provided by teacher training institutions in this new emerging scenario, always aiming for an education of excellence in the digital age.

Keywords: methodology; technology; teaching.