Sala de aula invertida para o ensino de biologia: uma imersão guiada por portfólios reflexivos

Abstract

Immersed in a digital era, where the traditional model is increasingly losing effective- ness and is out of harmony with the interests of the new generation of students, there is an urgent need for teachers to adopt pedagogical practices personalized to the profile of digital natives. The Flipped Classroom model proposes in this scenario, a paradigm shift through the inversion of pedagogical actions, inspiring a new look at the role of the learner and homework in the learning process. The direction for innovative education lies in the integration of digital technologies and active methodologies in teaching. Seeking reinvention, the SAI immersion experience is reported, experienced in the biology discipline by two educators and 32 third-year high school students from a public institution in the state of Bahia. Guided by reflective portfolios, six face-to-face moments were structured, with educational games, team-based learning and home studies; five stages of online study, carried out through WhatsApp, YouTube and the BioDigital Human platform. We sought to reflect on learning, student and teacher attitudes towards immersion, and the effectiveness of the method when associated with reflective portfolios. From this experience, good learning and engagement rates emerged, awakening an active stance in students. The SAI model meets the interests of digital natives. Despite the potential, the traditional educational system does not offer ideal conditions for applying active methodologies. For innovation in education to happen, the essence of active education needs to integrate the curricula of educational institutions.