THE FLIPPED CLASSROOM: A NEW PARADIGM FOR TEACHING-LEARNING

Abstract

The study addressed the flipped classroom as an active methodology capable of transforming the teaching-learning process by prioritizing the autonomy and protagonism of students. The objective was to analyze the possibilities and challenges of this approach to promote more inclusive and effective pedagogical practices, considering different educational contexts, from basic education to higher education. Through bibliographic research, as indicated by Ruiz (2009), qualitative data extracted from academic articles, books and institutional documents were collected and analyzed, with the aim of dialoguing theories relevant to the theme. The article discussed aspects such as teacher mediation, the use of digital tools, such as Telegram, and the personalization of teaching, highlighting practical cases that illustrated the application of the methodology. Among the main results, it was found that the flipped classroom promoted greater engagement, protagonism and inclusion, especially when integrated with interactive and collaborative activities. However, challenges such as unequal access to technologies and teacher unpreparedness were identified as obstacles to the effective implementation of this methodology. The research concluded that the flipped classroom has great potential to transform contemporary education, as long as it is applied with planning, specific teacher training and appropriate public policies. Thus, it was recommended to deepen studies on the necessary adaptations for different educational realities and on the impact of emerging technologies on the personalization of learning.