Implementation of the "inverted classroom" methodology through hybrid education

analysis of the proposal in the military police of alagoas

Abstract

This article deals with a proposal to implement the inverted classroom methodology through hybrid teaching in training and improvement in the Military Police of Alagoas. The inverted classroom, together with a hybrid approach, brings together hands-on and face-to-face meetings, personalizes study, and increases the degree of teaching and learning. The research was aimed at demonstrating the importance of effective student participation in building their learning and proposing a new methodology using digital tools. It is also supported by a hybrid approach, sometimes different from the daily life of predominantly expository classes. In this analysis, it was demonstrated that the implementation of the inverted classroom methodology does not cause any harm to the base of military organizations. In fact, it presents a new educational bias, without excluding others practiced, preserving the traditions and concepts of Castro. Inserts the institution in a world educational level committed to innovations and continuous improvement in professional training. Through a bibliographical, documental research, regarding the quantitative and qualitative approach, it was verified the possibility of adequacy of the proposal to the Norms of Planning, Conduct and Teaching of the Military Police of Alagoas. This study was also built on the experience within the Center for Training and Improvement of Plazas, where, on several occasions, it is echoed by the academic community that theory is very different from practice. Thus, it is important to increase the possibilities of methodologies that can improve the understanding of what is being studied (theory) and its direct application in the final activity (practice).