TEACHERS PERCEPTIONS OF THE HYBRID LEARNING MODEL APPLIED TO ELEMENTARY SCHOOL STUDENTS

Abstract

This article results from a master’s research study developed with the purpose of understanding the perceptions of public-school teachers in Manaus regarding the implementation of hybrid learning in the early years of Elementary Education. The study was justified by the need to analyze the challenges arising from the adoption of this educational model in a context marked by significant changes in the organization of pedagogical work and in the forms of interaction between teachers and students. The study aimed to analyze teachers’ perceptions of the application of hybrid learning among students from the 1st to the 5th grade of Elementary Education. Methodologically, a qualitative approach was adopted, as it enabled an understanding of the meanings, experiences, and perceptions constructed by the participants regarding the implementation of this teaching modality. The results showed that hybrid learning represented an unprecedented experience for a significant number of Basic Education professionals in the state of Amazonas, requiring pedagogical, technological, and organizational adaptations. However, its implementation presented limitations and difficulties that compromised the achievement of the intended educational objectives, particularly in the early years of Elementary Education. It is concluded that the adoption of hybrid learning requires planning, teacher training, adequate infrastructure, and pedagogical strategies compatible with the specific needs of children at this stage of Basic Education. This abstract complies with the guidelines proposed by Pires (2005).