REVISITING BLENDED LEARNING: CHALLENGES, REFLECTIONS AND PEDAGOGICAL POTENTIALITIES

Abstract

In this review, we bring a brief discussion about hybrid teaching and the need to revisit concepts and conceptions that aim to anchor the execution of proposals that value the pedagogical potential in educational contexts mediated by DICT. Such reflections emerged from the analysis as a reviewer of the journal Educação em revista, from the article entitled "Hybrid teaching at the university and the place of enunciation of the teacher in professional academic training", in an open science approach that allowed an enriching dialogue between evaluators and authors, promoting new perspectives on the subject. The aforementioned work addresses the complex issue of blended learning in the university context and the role of the teacher in the face of technological transformations in academic-professional training. Concluding that the implementation of blended learning can have negative impacts on training teaching due to the technological discourse and the decrease in the quality of the experience. In view of this, we will discuss the need to revisit concepts and conceptions about hybrid teaching, highlighting the importance of a strategic and planned approach to the incorporation of technology in the curriculum and in pedagogical practices It is also worth mentioning the potential arising from the dialogue between divergent lines of thought, as a way of finding promising ways to solve educational problems and dilemmas, whether in face-to-face or virtual environments.