Sala de Aula Invertida na Pós-Graduação Stricto Sensu: identificando elementos através da prática de ensino do professor

Abstract

The Flipped Classroom has been gaining prominence in the context of Brazilian education, for promoting the insertion of digital technologies in teaching, with dynamic and interactive classes. Therefore, this research aims to investigate "what are the indicators of presence of SAI in the teaching practice of the teacher of the discipline of Introduction to Research in Science and Mathematics Teaching?". To answer this question, the objective was to identify the indicators of presence of flipped classroom in the teaching practice of the teacher of the discipline of Introduction to Research in Science and Mathematics Teaching. As a source of data, participant observation was used in the discipline, as well as questionnaires applied to the teacher and students of the class. The data were interpreted in the light of emerging categories, constituted through the confrontation between the investigated experience and the literature of the area. The results showed that the teacher’s practice converges to the use of flipped classroom, since the essential elements such as: the creation and availability of video classes; the possibility of prior contact with bibliographic materials; the discussion in the classroom and the evaluation of the process, were present throughout the meetings and are essential in the application of the flipped classroom.