INVERTED - CHALLENGES AND TEACHER TRAINING

Abstract

The study and applicability of active methodologies within school spaces becomes an emergency in a scenario where the purposes related to the rescue of student interest are increasingly seen as a necessity. This paper aims to analyze the different active methodologies, specifically the Inverted Room, as well as to understand the challenges for its implementation. Its general objective is to analyze the different methodologies, as well as to select the one that most demonstrated effectiveness in high school classes. The specific objectives are to characterize the active methodology of the Inverted Room; understand the challenges posed by this methodology; establish the profile of a teacher capable of employing it. The work dealt with the methodology of bibliographic research, was divided into chapters, closed with the final considerations and the presentation in the last chapter of a practical experience of the methodology of Inverted Classroom. Throughout the work it was verified that the problem, as well as the general and specific objectives were achieved without, however, being possible to exhaust the studies on the theme, given its complexity.