Ambiente virtual de aprendizagem no Ensino Médio: Sala de aula invertida com Podcast

• Ano de defesa: 2024
• Autor(a) principal: Menezes, Douglas Carvalho de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Tecnologias digitais de informação e comunicação; Ambientes de aprendizagem; Metodologias ativas; Google classroom; Digital information and communication technologies; Learning environments; Active methodologies; CNPQ::CIENCIAS HUMANAS; Educação; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/41980; http://doi.org/10.14393/ufu.te.2024.5011

In this research, we investigated the development of the Virtual Learning Environment (VLE) in High School, using the Flipped Classroom methodology with Podcasts in three first-year classes. Our main objective was to investigate and analyze the use of Virtual Learning Environments combined with the Flipped Classroom teaching methodology, using podcasts, in the context of High School. The relevance of this study lies in the pursuit of improving Mathematics education, exploring the resources of Digital Information and Communication Technologies (DICT). We employed a qualitative approach, beginning with a bibliographic survey of dissertations and theses in the Coordination for the Improvement of Higher Education Personnel (CAPES) database and the Brazilian Digital Library of Theses and Dissertations (BDTD) related to Virtual Learning Environments, Flipped Classroom, and podcasting in education. Next, we conducted field research to produce the research data. We analyzed the teacher's interview and the Virtual Learning Environment in the mathematics teacher's Google Classroom, observing how it allowed students to take an active role in their own learning. Additionally, we examined the materials produced by the twelve surveyed students, supplemented by individual interviews. When examining the Virtual Learning Environment in Google Classroom, we realized that the teacher enabled students to take an active role in their own learning. Together with the Flipped Classroom methodology, these elements converge to the effectiveness of the teaching-learning process for students. When analyzing the creation of podcasts by students, we noticed that this activity not only established a new Learning Environment but also propelled the formulation and resolution of problems, thus contributing to the teaching-learning process of the students.