TEACHER TRAINING VIA DISTANCE EDUCATION WITH A FOCUS ON THE ACTIVE METHODOLOGY OF THE FLIPPED CLASSROOM: AN ANALYSIS OF THE PERCEPTIONS OF TEACHERS OF YOUTH AND ADULT EDUCATION
Flipped classroom; Teacher education; Youth and Adult Education; Distance Education; Active Methodologies.
Youth and Adult Education is a teaching modality that was regularized by the LDBEN - Law of Directives and Bases for Education nº 9.394/1996; however, the subjects of Youth and Adult Education appear since the first half of the 20th century. Government programs arise to attend this population, consequently, the training of teachers for this modality is a necessity. With the technological and scientific advances, the classroom demands another format and the Active Methodologies, such as the Inverted Classroom, contribute to a protagonist and active student. Thus, teacher training becomes essential and the use of Distance Education in teacher training comes to meet the demands of professionals who need qualification, but do not have time to travel. The general objective of this research is to investigate perceptions of EJA teachers about a distance learning teacher-training course with a focus on the active methodology of the flipped classroom for the development of Interactive Teaching Sequences. The methodology is applied research, with a qualitative approach, characterizing a research-training, which will use as methodology of analysis Content Analysis, defined by Moraes (1999), supported by the use of WebQDA software. As instruments of data collection, there will be a semi-structured questionnaire and a semi-structured interview and we will give a course in the Virtual Learning Environment, Moodlle - UFRPE Extension, for teachers of the state network of Pernambuco who work with EJA. There will be 25 vacancies. There will be a final evaluation of the course.