A CRITICAL REFLECTION ON THE SOCIO-HISTORICAL-CULTURAL INTERVENTION

Abstract

The review critically analyzes the article "Critical-Collaborative Hybrid Teaching" by Ninin and Magalhães, positioning it as a fundamental intervention against the purely instrumental view of hybrid education that became popular after the pandemic. The text highlights how the authors deconstruct the hegemonic model, which only reproduces communicative practices with new technologies, and propose a robust alternative, based on Vygotsky’s Social-Historical-Cultural Theory.

The central point of the authors' proposal, as explored in the review, is critical collaboration as a motor for the creation of Proximal Development Zones (ZDP). The analysis praises the re-meaning of the methodology of "Learning Stations", where the interdependence between tasks creates an authentic need for dialogue and collective construction of knowledge.

The review also points out the decolonial power of the article, which connects the curriculum to the students' reality, but raises questions about the challenges of its large-scale implementation in basic education, the complexity of the required teaching role and the need for a deeper analysis on the political role of Big Techs in education.

It is concluded that the work of Ninin and Magalhães is a manifesto that redefines hybrid teaching as a political-pedagogical project. Instead of a technical solution, it becomes a tool for the formation of critical citizens and for the construction of a more democratic, humanizing and socially just education, offering an indispensable path for educators who seek to resist the trivialization of pedagogy