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RESUMO Objetivando problematizar a Educacao Hibrida, esse texto faz uma opcao de recorte no processo de aprendizagem, defendendo que os sujeitos aprendentes ja realizam de forma hibrida o acesso, construcao e compartilhamento do conhecimento, posto que a insercao tecnologica e realidade inexoravel no contexto contemporâneo. Desenvolvendo a argumentacao, tece discussao teorica sobre as praticas hibridas dos sujeitos aprendentes, pautando reflexoes e desdobramentos para a acao docente. Esta discussao e apresentada em dois constructos complementares: 1. os processos e interacoes dos sujeitos aprendentes tendo como referencias a concepcao sociointeracionista de Vygotsky e o olhar sociopolitico de Paulo Freire; 2. as Praticas Auto(formativas) na Cultura Digital, trazendo contribuicoes de Prensky, Santaella, Santos e Couto, entre outros. Busca fortalecer a argumentacao defendida com a apresentacao, cotejamento e analise de resultados de tres pesquisas de Mestrado defendidas no Programa GESTEC/UNEB, em 2018, com sujeitos de diferentes contextos, niveis e modalidades de ensino. Culmina a construcao teorico-analitica propondo uma Modelagem para analise das formas de Hibridismo presentes nas Instituicoes formativas, considerando as acoes intencionais e planejadas de docentes e politicas educacionais e a acao autonoma do sujeito que aprende. Conclui que os sujeitos aprendentes ja vivenciam praticas hibridas de aprendizagem, com a incorporacao das TDIC em suas formas de interacao com o mundo e pela preemencia que as praticas de ensino potencializem estas aprendizagens a partir da incorporacao da sua existencia e das amplas possibilidades que representam para o processo educacional. Palavras-chave: Aprendizagem Hibrida . Cultura Digital . TDIC. Educacao Hibrida. ABSTRACT With the objective of problematizing Hybrid Education, arguing that the learning subjects already perform in a hybrid way the processes of access, construction and sharing of knowledge, considering that the technological insertion is an inexorable reality and unstoppable in the contemporary context. In the development of this argumentation, it weaves theoretical discussion on the hybrid practices of the apprentice, guiding reflections for the teaching action. This discussion is organized / presented in two constructs that complement each other: it starts with the discussion of the processes and interactions of the - apprentice having as reference the Vygotsky sociointeractionist conception, and the sociopolitical view of Paulo Freire; and continues by discussing Auto (formative) Practices in Digital Culture, bringing contributions from Prensky, Santaella, Edmea Santos and Edvaldo Couto, among others. It seeks to strengthen the arguments with the presentation and analysis of results of three Master's degree researches developed in the GESTEC / UNEB Program, and introduced in 2018, with the listening of apprentices in different contexts, levels and teaching modalities. The theoretical-analytical construction of this text culminates in the proposition of a Modeling for the analysis different types of Hybridism present in training institutions, considering the intentional and planned actions of teachers and educational policies, and the autonomous action of the apprentice. It concludes by the observation that the learning subjects already experience hybrid learning practices, with the incorporation of TDIC in their forms of interaction with the world, and by the preeminence that teaching practices enhance these learnings through the incorporation of their existence and broad possibilities that these represent for the educational process., with the incorporation of Technology in Education in their forms of interaction with the world, and by the preeminence that teaching practices enhance these learnings. Keywords: Hybrid Learning. Digital Culture. Technology in Education. Hybrid Education. Modeling.

PRÁTICAS HÍBRIDAS DOS SUJEITOS APRENDENTES - UMA PROPOSIÇÃO DE MODELAGEM PARA ANÁLISE DAS FORMAS DE HIBRIDISMO PRESENTES NAS INSTITUIÇÕES FORMATIVAS