Análise Sistemática e Documental de Propostas Envolvendo o Ensino Híbrido Na Educação Superior em Química

Resumo

In this work, we investigate the conceptions, potentialities, and limitations in articles that describe or
discuss the implementation of the Blended Learning (BL) approach in the context of higher education
Chemistry Teaching. We consider this approach not merely as a combination of face-to-face and distance
learning but from the perspective of technological resource implementation, active methodologies, and
shifts in educational objectives. To achieve this, we conducted a systematic literature review coupled with
documentary analysis to construct data, exploring the characteristics of BL in these articles. Initially, we
created bibliometric networks to identify these characteristics in works discussing BL at the international
level, and subsequently analyzed studies addressing the implementation of BL within the context of
Chemistry Teaching at the national level. Our findings indicate that the Brazilian literature on this topic
is scarce, with only six articles applying or discussing BL. These articles examined the characteristics
and limitations of effective implementation, and in general, their proposals were aligned with the chosen
approach. Finally, this study demonstrates the potential of technology implementation in Chemistry
Teaching, highlighting opportunities for the discussion and implementation of BL.