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Esse artigo apresenta os resultados de uma experiencia realizada na perspectiva do Ensino Hibrido, na modalidade Rotacao por estacoes, com o objetivo de verificar sua viabilidade no âmbito de uma aula matematica no Ensino Fundamental, alem das relacoes que envolvem autonomia e protagonismos dos estudantes. A metodologia se constituiu em uma abordagem qualitativa, em uma pesquisa intervencao pedagogica. Os resultados da analise permitiram concluir que o Ensino Hibrido, na modalidade Rotacao por estacoes, pode ser uma alternativa com alto potencial para a construcao do conhecimento autonomo, colaborativo e critico, pois permite um leque de possibilidades de inovacao na sala de aula, alem de exigir do professor um planejamento criativo e eficiente e a mudanca de seu papel no processo educativo. This article presents the results of an experience carried out from the perspective of Hybrid Teaching, in the Rotation by Stations modality, with the objective of verifying its viability in the framework of a mathematical class in Elementary School, besides the relations that involve autonomy and protagonist of students. The methodology was constituted in a qualitative approach, in a research pedagogical intervention, whose data were subjected to a discursive textual analysis. The results of the analysis allowed to conclude that Hybrid Teaching, in the Rotation by Stations modality,  has high potential for the construction of autonomous, collaborative and critical knowledge, since it allows a range of possibilities of innovation in classroom, besides require of the teacher a creative and efficient planning and the change of its role in the educative process.

educação matemática pesquisa

Rotação por estações no trabalho com equações do 2º grau: uma experiência na perspectiva do ensino híbrido&lt;br&gt;Rotation for stages at work with equations of 2nd level: an experience in the perspective of hybrid education