<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872021000200161</article-id>
<article-id pub-id-type="doi">10.21814/rpe.21345</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A convivência entre a aprendizagem online e presencial no processo de formação dos alunos: Um estudo de investigação-ação sobre a operacionalização da &#8220;Sala de aula invertida&#8221; no ensino secundário português]]></article-title>
<article-title xml:lang="en"><![CDATA[The coexistence between online and face-to-face learning in the students' training process: An action-research study on the operationalization of the Flipped Classroom in Portuguese secondary education]]></article-title>
<article-title xml:lang="es"><![CDATA[La coexistencia entre el aprendizaje en línea y presencial en el proceso de formación de los estudiantes: Un estudio de investigación-acción sobre la operacionalización del &#8220;Aula invertida&#8221; en la educación secundaria portuguesa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeirinha]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Bento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Instituto da Educação Centro de Investigação em Educação]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>161</fpage>
<lpage>182</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872021000200161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872021000200161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872021000200161&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Projeto de Autonomia e Flexibilidade Curricular (PAFC) desafia as dinâmicas de trabalho das escolas, através de normativos que preconizam práticas inovadoras promotoras de aprendizagens diferenciadas e competências transversais. A aprendizagem híbrida é apontada como a chave para a renovação das práticas escolares, pois possibilita aprendizagens mais dinâmicas e personalizadas. Este texto avalia uma proposta educativa de aprendizagem híbrida, a &#8220;sala de aula invertida&#8221;, concebida de modo a operacionalizar os princípios do PAFC. Nesse sentido, um ciclo de investigação-ação, desenvolvido numa turma do ensino secundário, permitiu recolher dados quantitativos e qualitativos para avaliar essa operacionalização e compreender o impacto da proposta nos resultados escolares e nas perceções dos alunos. A análise dos resultados destaca na proposta a inovação, o envolvimento dos alunos e a complementaridade entre a aula online e presencial, o que proporcionou uma experiência integrada de aprendizagem suportada pelo apoio do professor. As interações em sala de aula permitiram que os alunos ampliassem os conteúdos estudados autonomamente e desenvolvessem dimensões cognitivas de ordem superior. No entanto, o processo de construção do conhecimento não pôs em evidência as competências sociais valorizadas nas dinâmicas de grupo e na aprendizagem colaborativa preconizada no PAFC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The &#8220;Projeto de Autonomia e Flexibilidade Curricular&#8221; (PAFC) challenges the work dynamics of schools, through regulations that advocate innovative practices promoting differentiated learning and transversal skills. Blended learning is identified as the key to the renewal of school practices, as it enables more dynamic and personalized learning. This text evaluates a blended learning educational proposal the &#8220;flipped classroom&#8221;, designed to operationalize the PAFC principles. An action-research cycle, developed in a secondary school class, allowed to collect quantitative and qualitative data to evaluate this operationalization and to understand the impact of the proposal on school results and students' perceptions. The results analysis highlights in the proposal the innovation, the student&#8217;s engagement, and the complementarity between the online and face-to-face classes, which provided an integrated learning experience supported by the teacher. Classroom interactions allowed students to extend the contents studied autonomously and to develop cognitive dimensions of a higher order. However, the knowledge construction process did not highlight the social skills valued in group dynamics and collaborative learning advocated in the PAFC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El &#8220;Projeto de Autonomia e Flexibilidade Curricular&#8221; (PAFC) desafía la dinámica de trabajo de las escuelas, a través de reglamentos que abogan por prácticas innovadoras que promueven el aprendizaje diferenciado y las competencias transversales. Se señala que el aprendizaje híbrido es la clave para renovar las prácticas escolares, ya que permite un aprendizaje más dinámico y personalizado. Este texto evalúa una propuesta educativa de aprendizaje híbrido, el "aula invertida", diseñada para poner en práctica los principios del PAFC. En este sentido, un ciclo de investigación-acción, desarrollado en una clase de la escuela secundaria, permitió reunir datos cuantitativos y cualitativos para evaluar esta operacionalización y comprender el impacto de la propuesta en los resultados y las percepciones de los estudiantes. El análisis de los resultados pone de relieve en la propuesta la innovación, la participación de los estudiantes y la complementariedad entre las clases en línea y las clases presenciales, que proporcionaron una experiencia de aprendizaje integrada con el apoyo del profesor. Las interacciones en el aula permitieron a los estudiantes ampliar los contenidos estudiados de forma autónoma y desarrollar dimensiones cognitivas de orden superior. Sin embargo, el proceso de construcción de conocimientos no ha puesto de relieve las aptitudes sociales valoradas en la dinámica de grupo y el aprendizaje en colaboración que se propugnan en el PAFC.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Projeto de Autonomia e Flexibilidade Curricular]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem híbrida]]></kwd>
<kwd lng="pt"><![CDATA[sala de aula invertida.]]></kwd>
<kwd lng="en"><![CDATA[&#8220;Projeto de Autonomia e Flexibilidade Curricular&#8221;]]></kwd>
<kwd lng="en"><![CDATA[Blended learning]]></kwd>
<kwd lng="en"><![CDATA[Flipped classroom.]]></kwd>
<kwd lng="es"><![CDATA[&#8220;Projeto de Autonomia e Flexibilidade Curricular&#8221;]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje híbrido]]></kwd>
<kwd lng="es"><![CDATA[Aula invertida.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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