HYBRID TEACHING AND PERSONALIZATION OF LEARNING: ARTICULATIONS BETWEEN TECHNOLOGY AND PEDAGOGICAL PRACTICE

Abstract

This article aimed to analyze how hybrid teaching can promote personalized learning through the articulation between technology and pedagogical practice. The subject addressed involved the investigation of methodologies that integrate face-to-face and digital moments, considering the role of teacher mediation, digital technologies, and curriculum adaptation in the educational process. The adopted methodology was bibliographic research with a qualitative approach, based on the analysis of scientific articles published between 2020 and 2023. The results showed that hybrid teaching contributes to the flexibilization of school time and space, fostering student autonomy when accompanied by pedagogical intentionality, adequate teacher training, and technological infrastructure. It was also found that personalized learning requires differentiated mediation and monitoring strategies, supported by educational data and inclusive practices. The analysis demonstrated that ongoing teacher training is a decisive factor for the effectiveness of the hybrid model, especially considering the practical and cultural challenges involved in its implementation. It is concluded that hybrid teaching and personalized learning, when articulated with digital technologies, represent real possibilities for pedagogical innovation, although their consolidation depends on institutional investments and further research into their formative effects.