Colaboração na metodologia da sala de aula Invertida: apoiando a comunicação no ensino de geometria

Abstract

Aiming to make classes more dynamic and attractive, alternative educational methodologies are being researched and employed by teachers. This work aims to present the results achieved by a case study that investigated how communication can promote the collaborative activities, to enhance the teaching and learning process of geometry, in the context of the Flipped classroom methodology. This work was developed with two classes of the eighth grade, from the discipline of geometric design, in a public school of Juiz de Fora – MG. The research is exploratory and qualitative, and it will be guided by the guidelines of the case study. Initially, through an exploratory study with a focus on communication to support collaboration, the behavior of the students and the teacher was observed, with the use of the flipped classroom methodology. With this preliminary survey, it was possible to collect data and analyze it, allowing the construction of a process with communication element, which formed the basis for the implementation of the case study and the development of the educational product. In the case study, the Flipped classroom methodology was supported by WhatsApp application and the communication elements that exist in a Virtual learning environment (VLE)-Moodle, which integrates tools of communication, cooperation and coordination. These communication tools allowed the interaction and collaboration between students and the teacher. At the end of the studies it was observed that the elements of communication employed in support of the Flipped classroom methodology encouraged interaction and discussion between students, making the teaching and learning of geometry more effective.