O ENSINO HÍBRIDO NO CURSO DE ENGENHARIA CIVIL: UM ESTUDO DE CASO SOBRE ESTA PROPOSTA METODOLÓGICA PARA O ENSINO E APRENDIZAGEM DAS CIÊNCIAS EXATAS, DESENVOLVIDO PELA UNESA, NO CAMPUS CABO FRIO

Abstract

Traveling through the trajectory of education, with its discoveries, achievements and transformations has demonstrated that the evolution of studies, observations and proposals for implementing educational practices continues to pioneer paths that point to a new reality: the digital era. The insertion of new technologies as a tool to facilitate the teaching and learning process is still ongoing for some, in discovery for others and in anonymity for many. Hybrid teaching appears strengthened by this new reality, considering, as the term itself suggests, the interaction, the mixture, the combination of two proposals that can complete and/or complement each other. The presentation of this proposal aims to highlight a methodological practice inaugurated by Universidade Estácio de Sá, applied in higher education, prioritizing hybrid teaching as one of the possibilities for incorporating active methodologies, the AURA model. The focus of this investigation was on the Engineering course, specifically on the Cabo Frio/RJ campus. The main objective was to understand the implications and skills that the applicability of this method can generate in students, identifying which motivations can contribute and qualify this teaching method with a focus on exact sciences. The methodological procedure was based on the concepts of applied research, with a qualitative approach, as an analysis of impacts and skills, and a quantitative approach, as a presentation of results through graphs and tables. The choice of the case study considered the exploratory aspect that assumed, based on the proposed objectives, greater familiarity with the object of study. To this end, interviews were carried out with students and teachers, in addition to questionnaires. The two main results that highlighted the greatest difficulties in adapting to the proposed method were the lack of available time, despite easy access to the internet, and the failure to adapt to the online learning format for exact sciences. As an outcome of this investigation process and possible discoveries, it was consensual for everyone, teachers and students, to understand that the hybrid teaching modality can encourage the learning process of exact sciences, in higher education, with the student being able to learn outside or inside the classroom, in a more interactive and virtualized environment.