Resumo

MATTOS, Sandra Maria Nascimento de  e  MATTOS, José Roberto Linhares de. INNOVATIVE TEACHING PRACTICES: walking in the momentary uncertainty between the status quo and daring. Revista Teias [online]. 2021, vol.22, n.65, pp.12-25.  Epub 26-Dez-2019. ISSN 1982-0305.  https://doi.org/10.12957/teias.%y.55752.

This article aims to present innovative teaching practices that violate the status quo as ways to provide hybrid remote education, favoring learning and enabling no less student in this new class to take classes in a time of pandemic. These innovative practices involve the cultural encounter with its varied possibilities to promote the teaching and meaningful learning of students. In the current Brazilian reality, in which socioeconomic and cultural distortions intensify, it is urgent to move towards decoloniality as an aspect for the insurgency, resistance and re-existence. The theoretical path was based on studies on decolonial practices by Mattos (2020a, 2020b), Mattos and Mattos (2019) and decoloniality in the view of Walsh (2013, 2017), as well as the concept of remote teaching by Valente (2014) and Motin et al. (2020) and hybrid by Moran (2013) and Bacich and Moran (2015). The research is based on reports of experiences that contribute to the discussion on hybrid remote education, revealing confrontations and difficulties, collected in a descriptive memorial, prepared by teachers from different areas, in the rescue of experiences with this type of teaching. The conclusion points to decolonial teaching practices as one of the ways to modify the status quo, daring for innovative emergency practices. It also points out that not all pedagogical practices developed in hybrid remote education are successful, but they are paths of uncertainty and overcoming.

Palavras-chave : Innovative teaching practices; hybrid remote education; decoloniality.

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