Processos formativos híbridos: contribuições à educação inclusiva no ensino médio

Abstract

The project begins with the personal, educational, academic, and professional journey of the graduate student, where it demonstrates their experiences that lay the foundation for the emergence of the problem and the theoretical basis of the dissertation. Throughout this experience, the problem of a lack of inclusion in Brazilian education emerges, with data presented to justify that quality education exists in Brazil, however, this education is for a select few. In this sense, the hypothesis is based on the hybrid formative process with the inclusion of a teacher virtually in the classroom and that the presence of specialist teachers, both virtually and in person, may bring benefits for the Department of Education of the state of São Paulo and for public education in general. For this reason, the methodology is developed in two stages, the first being a bibliographic analysis of the works developed in the hybrid formative process and to verify the benefits and challenges this process faces. The second step seeks to conduct a reflective documentary research on the policies and guidelines for hybrid teaching in high school, to thereby verify the possibilities of implementing hybrid teaching within the current policies and guidelines defined for this type of education. The methodology developed in the current research is qualitative. This type of investigation guides the study on contributions to explain human social behavior within its concepts, requiring an understanding of the contextual conditions of the everyday classroom. With the studies carried out, the aim is to face the challenges found and take advantage of the benefits to propose a public policy to the State of São Paulo and consequently open opportunities for new studies in the area of the hybrid formative process.