<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000200012</article-id>
<article-id pub-id-type="doi">10.12957/teias.%y.55752</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRÁTICAS DOCENTES INOVADORAS: caminhando na incerteza momentânea entre o status quo e a ousadia]]></article-title>
<article-title xml:lang="en"><![CDATA[INNOVATIVE TEACHING PRACTICES: walking in the momentary uncertainty between the status quo and daring]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS DE ENSEÑANZA INNOVADORAS: caminando en la incertidumbre momentánea entre el status quo y la osadía]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mattos]]></surname>
<given-names><![CDATA[Sandra Maria Nascimento de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mattos]]></surname>
<given-names><![CDATA[José Roberto Linhares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta do Brasil &#8211; UAB/IFAP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense - UFF  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>65</numero>
<fpage>12</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000200012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem como objetivo apresentar práticas docentes inovadoras que transgridem o status quo como maneiras de propiciar o ensino remoto híbrido, favorecendo a aprendizagem e possibilitando nenhum estudante a menos nesse novo fazer aulas em época de pandemia. Essas práticas inovadoras envolvem o encontro cultural com suas variadas possibilidades para promover o ensino e a aprendizagem significativa dos estudantes. Na atual realidade brasileira, em que se acirram as distorções socioeconômicas e culturais, é urgente caminhar pela decolonialidade como aspecto para a insurgência, resistência e reexistência. O caminho teórico teve base nos estudos sobre práticas decoloniais de Mattos (2020a, 2020b), Mattos e Mattos (2019) e decolonialidade na visão de Walsh (2013, 2017), bem como o conceito de ensino remoto de Valente (2014) e Motin et al. (2020) e híbrido de Moran (2013) e Bacich e Moran (2015). A pesquisa está baseada em relatos de experiências que contribuem com a discussão sobre o ensino remoto híbrido, revelando enfrentamentos e dificuldades, coletados em memorial descritivo, elaborados por professores de diferentes áreas, no resgate das experiências com esse tipo de ensino. A conclusão direciona para práticas docentes decoloniais como um dos caminhos para modificar o status quo, ousando por práticas inovadoras emergenciais. Aponta, ainda, que nem todas as práticas pedagógicas desenvolvidas no ensino remoto híbrido são exitosas, mas são percursos de incerteza e de superação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo presentar las prácticas de enseñanza innovadoras que violan el status quo como formas de brindar educación híbrida remota, favoreciendo el aprendizaje y permitiendo que no menos estudiantes de esta nueva clase tomen clases en tiempos de pandemia. Estas prácticas innovadoras involucran el encuentro cultural con sus variadas posibilidades para promover la enseñanza y el aprendizaje significativo de los estudiantes. En la realidad brasileña actual, en la que se intensifican las distorsiones socioeconómicas y culturales, es urgente avanzar hacia la decolonialidad como aspecto de la insurgencia, la resistencia y la reexistencia. El camino teórico se basó en los estudios sobre las prácticas decoloniales de Mattos (2020a, 2020b), Mattos y Mattos (2019) y la decolonialidad en la mirada de Walsh (2013, 2017), así como el concepto de enseñanza a distancia de Valente (2014) y Motin. et al. (2020) e híbrido de Moran (2013) y Bacich y Moran (2015). La investigación se basa en relatos de experiencias que contribuyen a la discusión sobre educación remota híbrida, revelando enfrentamientos y dificultades, recogidos en un memorial descriptivo, elaborado por docentes desde diferentes áreas, en el rescate de experiencias con este tipo de enseñanza. La conclusión apunta a las prácticas docentes decoloniales como una de las formas de modificar el status quo, atreviéndose con prácticas innovadoras de emergencia. También señala que no todas las prácticas pedagógicas desarrolladas en educación remota híbrida tienen éxito, pero son caminos de incertidumbre y superación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Práticas docentes inovadoras]]></kwd>
<kwd lng="pt"><![CDATA[ensino remoto híbrido]]></kwd>
<kwd lng="pt"><![CDATA[decolonialidade]]></kwd>
<kwd lng="en"><![CDATA[Innovative teaching practices]]></kwd>
<kwd lng="en"><![CDATA[hybrid remote education]]></kwd>
<kwd lng="en"><![CDATA[decoloniality]]></kwd>
<kwd lng="es"><![CDATA[Prácticas de enseñanza innovadoras]]></kwd>
<kwd lng="es"><![CDATA[educación remota híbrida]]></kwd>
<kwd lng="es"><![CDATA[decolonialidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AUSUBEL]]></surname>
<given-names><![CDATA[David P.]]></given-names>
</name>
<name>
<surname><![CDATA[Teopisto]]></surname>
<given-names><![CDATA[Ligia]]></given-names>
</name>
</person-group>
<source><![CDATA[Aquisição e retenção de conhecimentos: uma perspectiva cognitiva]]></source>
<year>2000</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Edições Técnicas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BACICH]]></surname>
<given-names><![CDATA[Lilian]]></given-names>
</name>
<name>
<surname><![CDATA[MORAN]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprender e ensinar com foco na educação híbrida]]></article-title>
<source><![CDATA[Revista Pátio]]></source>
<year>2015</year>
<numero>25</numero>
<issue>25</issue>
<page-range>45-7</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BARBIER]]></surname>
<given-names><![CDATA[René]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A escuta sensível na abordagem transversal]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BARBOSA]]></surname>
<given-names><![CDATA[Joaquim G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Multirreferencialidade nas Ciências e na Educação]]></source>
<year>1998</year>
<page-range>168-99</page-range><publisher-loc><![CDATA[São Carlos ]]></publisher-loc>
<publisher-name><![CDATA[Editora da UFSCar]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BHABHA]]></surname>
<given-names><![CDATA[Homi K.]]></given-names>
</name>
<name>
<surname><![CDATA[Ávila]]></surname>
<given-names><![CDATA[Myrian]]></given-names>
</name>
</person-group>
<source><![CDATA[O local da cultura]]></source>
<year>1998</year>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Ed. UFMG]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="">
<collab>BRASIL. SENADO FEDERAL</collab>
<source><![CDATA[Lei nº 10.040/2020. Estabelece normas educacionais excepcionais a serem adotadas durante o estado de calamidade pública reconhecido pelo Decreto Legislativo nº 6, de20 de março de 2020; e altera a Lei nº 11.947, de 16 de junho de 2009]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<collab>BRASIL. SENADO FEDERAL</collab>
<source><![CDATA[Lei nº 9.394/1996. Estabelece as Diretrizes e Bases da Educação Nacional]]></source>
<year>1996</year>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CONTRERAS DOMINGO]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñanza, Curriculum y Profesorado: introducción crítica a la didáctica]]></source>
<year>1994</year>
<edition>2</edition>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Akal]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[D&#8217;AMBROSIO]]></surname>
<given-names><![CDATA[Beatriz S.]]></given-names>
</name>
<name>
<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[Celi E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Insubordinação criativa: um convite à reinvenção do educador matemático]]></article-title>
<source><![CDATA[Bolema]]></source>
<year>2015</year>
<volume>29</volume>
<numero>51</numero>
<issue>51</issue>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FREIRE]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia da autonomia: saberes necessários à prática educativa]]></source>
<year>2003</year>
<edition>28</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MATTOS]]></surname>
<given-names><![CDATA[Sandra M. N.]]></given-names>
</name>
<name>
<surname><![CDATA[MATTOS]]></surname>
<given-names><![CDATA[José R. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Etnomatemática e prática docente indígena: a cultura como eixo integrador]]></article-title>
<source><![CDATA[Hipátia]]></source>
<year>2019</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>102-15</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MATTOS]]></surname>
<given-names><![CDATA[Sandra M. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[O sentido da matemática e a matemática do sentido: aproximações com o programa etnomatemática]]></source>
<year>2020</year>
<month>a</month>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Livraria da Física]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MATTOS]]></surname>
<given-names><![CDATA[Sandra M. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formação de professores de matemática: ecos em Paulo Freire e no Programa Etnomatemática]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MATTOS]]></surname>
<given-names><![CDATA[José R. L.]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Romaro A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Etnomatemáticas em vários contextos]]></source>
<year>2020</year>
<month>b</month>
<page-range>247-63</page-range><publisher-loc><![CDATA[Macapá ]]></publisher-loc>
<publisher-name><![CDATA[Edifap]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MESSINA]]></surname>
<given-names><![CDATA[Graciela]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mudança e inovação educacional: notas para reflexão]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>2001</year>
<numero>114</numero>
<issue>114</issue>
<page-range>225-33</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORAN]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educação híbrida: um conceito-chave para a educação]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BACICH]]></surname>
<given-names><![CDATA[Lilian]]></given-names>
</name>
<name>
<surname><![CDATA[Tanzi Neto]]></surname>
<given-names><![CDATA[Adolfo]]></given-names>
</name>
<name>
<surname><![CDATA[TREVISANI]]></surname>
<given-names><![CDATA[F. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensino híbrido: personalização e tecnologia na educação]]></source>
<year>2013</year>
<page-range>28-45</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Penso]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOTIN]]></surname>
<given-names><![CDATA[Mara F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O ensino remoto de disciplinas do eixo da matemática em tempos de pandemia]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[PALU]]></surname>
<given-names><![CDATA[Janete]]></given-names>
</name>
<name>
<surname><![CDATA[SCHÜTZ]]></surname>
<given-names><![CDATA[Jenerton A.]]></given-names>
</name>
<name>
<surname><![CDATA[MAYER]]></surname>
<given-names><![CDATA[Leandro]]></given-names>
</name>
</person-group>
<source><![CDATA[Desafios da educação em tempos de pandemia]]></source>
<year>2020</year>
<page-range>247-60</page-range><publisher-loc><![CDATA[Cruz Alta ]]></publisher-loc>
<publisher-name><![CDATA[Ilustração]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Boaventura de S.]]></given-names>
</name>
<name>
<surname><![CDATA[MENESES]]></surname>
<given-names><![CDATA[Maria Paula]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introdução]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Boaventura de S.]]></given-names>
</name>
<name>
<surname><![CDATA[MENESES]]></surname>
<given-names><![CDATA[Maria Paula]]></given-names>
</name>
</person-group>
<source><![CDATA[Epistemologías do sul]]></source>
<year>2009</year>
<page-range>9-19</page-range><publisher-loc><![CDATA[Coimbra ]]></publisher-loc>
<publisher-name><![CDATA[Almedina]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VALENTE]]></surname>
<given-names><![CDATA[José A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Blended learning e as mudanças no ensino superior: a proposta da sala de aula invertida]]></article-title>
<source><![CDATA[Educar em Revista]]></source>
<year>2014</year>
<numero>4</numero>
<issue>4</issue>
<page-range>79-97</page-range><publisher-loc><![CDATA[Edição Especial ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WALSH]]></surname>
<given-names><![CDATA[Catherine]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gritos, grietas y siembras de vida: Entretejeres de lo pedagógico y lo decolonial]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[WALSH]]></surname>
<given-names><![CDATA[Catherine]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogías decoloniales: prácticas insurgentes de resistir, (re)existir y (re)vivir]]></source>
<year>2017</year>
<volume>II</volume>
<page-range>17-45</page-range><publisher-loc><![CDATA[Quito ]]></publisher-loc>
<publisher-name><![CDATA[Abya-Yala]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WALSH]]></surname>
<given-names><![CDATA[Catherine]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introdução. Lo pedagógico y lo decolonial: Entretejiendo caminos]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[WALSH]]></surname>
<given-names><![CDATA[Catherine]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogías decoloniales: prácticas insurgentes de resistir, (re)existir y (re)vivir]]></source>
<year>2013</year>
<volume>I</volume>
<page-range>23-68</page-range><publisher-loc><![CDATA[Quito ]]></publisher-loc>
<publisher-name><![CDATA[Abya-Yala]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
