Resumo

OLIVEIRA, Achilles Alves de  e  SILVA, Yara Fonseca de Oliveira e. PEDAGOGICAL MEDIATION IN FLIPPED LEARNING: A SYSTEMATIC REVIEW OF A PRE-COVID-19 PANDEMIC CONTEXT. Práx. Educ. [online]. 2023, vol.19, n.50, e11883.  Epub 17-Maio-2024. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v19i50.11883.

Flipped Learning (FL), or flipped classroom, was present in different pedagogical experiences in the context of emergency remote teaching (ERT) as a result of the Covid-19 pandemic. However, previously the AInv was more observed in face-to-face or hybrid education realities, perceiving the existence of different phases of the proposal, marked by characteristics of specific moments and contexts. Starting from the question of how the processes of pedagogical mediation in the FL were explored in the scientific literature in the context of the Humanities in higher education in a pre-pandemic period, the aim was to analyze such processes from a systematic literature review. 13 publications were analyzed that supported discussions about pedagogical mediation in the different moments of the proposal (before, during and after the class or meeting). Some observed silences are pointed out, requiring discussions regarding: the detailing of the mediation process at given moments; preparing students for FL; inequality of opportunities; distance learning experiences, as happened during the ERE. In this way, elements are discussed that can help to support future proposals and researches related to FL.

Palavras-chave : flipped classroom; higher education; mediation.

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