Open AccessFlipping the Classroom
Author(s) -
Otavio Oliveira Silva,
Francyhélia Benedita Mendes Sousa,
Flávio Luiz de Castro Freitas,
Vanessa Leite Da Silva,
Jaqueline Santos Costa Leite,
Ariana Kelly Martins Costa,
Concilene Régia N. Campos de Carvalho,
Sheila Cristina Bogéa dos Santos,
Josely de Sousa Sodré
Publication year - 2021
Language(s) - English
Resource type - Journals
ISSN - 2411-2933
DOI - 10.31686/ijier.vol9.iss11.3553
Subject(s) - context (archaeology) , cognitive reframing , teaching method , process (computing) , sociology , mathematics education , teaching and learning center , higher education , pedagogy , flipped classroom , philosophy of education , computer science , psychology , political science , social psychology , paleontology , law , biology , operating system
The new Coronavirus Pandemic has revealed the need for a methodological redefinition of teaching and learning attitude of teachers and students, through the pedagogical use of digital technologies. Therefore, this article aims to present reflections on the use of the Flipped Classroom methodology as a re-signifying possibility for the teaching of Philosophy in Higher Education, considering the context of remote emergency teaching. Assuming that there is a concern with the didactic-pedagogical and sociopolitical process of teaching and learning that constitutes teaching practice in the teaching of Philosophy in Brazilian Academies, the question is: what are the advantages and challenges of using the flipped classroom methodology in the process of teaching and learning Philosophy in Higher Education? For this, two fundamental aspects of the formal educational process are discussed: the first refers to the didactic-pedagogical and sociopolitical aspects of the teaching and learning process that constitute the teaching practice, as the content and didactics are emphasized. that is, the “what” and the “how to teach” and the second, it is about the need for re-signification/updating of traditional teaching in face of active methodologies. Based on the current context of remote teaching and/or hybrid teaching in Higher Education in Brazil, it is concluded that is necessary to reframe pedagogical practice in terms of the production of academic knowledge, without losing sight of the conditions in which it is produced.