Flipped classroom: Emancipation of masters and learned in the light of the ideas of Freire and Ranciére

Abstract

The authors Jacques Rancière and Paulo Freire in their works asserted the importance of education as a practice of freedom, without hierarchy, that leads students towards an intellectual emancipation. Our reflection is about the presence of these ideals in the adoption of the Inverted Classroom methodology to answer how the use of this strategy contemplates the precepts of these thinkers, in the perspective of emancipation, the equality of the intelligences of students and teachers. The general objective of the study is to reflect critically on how the Inverted Classroom contributes to the emancipation of students and teachers in the light of the ideas of Freire and Rancière, as well as to identify the pillars that support the methodology of inversion of learning and to extrapolate the conception tradition of being a teacher as a mere explainer. It is inferred that the object chosen for study may support the adoption of this new methodology, contributing to pedagogical practices that contribute to the construction of an emancipatory, egalitarian education, based on ethical values ​​and solid foundations that allow the individual not only to be in the world, but be an integral part of it, problematizing, recognizing and intervening. The research has a qualitative approach and bibliographic procedure, composing a fabric of reflections and considerations to confirm or not the initial hypothesis. Its relevance centers on the possibility of identifying in the Inverted Classroom, in addition to a strategy for the use of technology in favor of learning, also a potential for the emancipatory exercise of teachers and students, in the practice of equality of intelligences. In this vein, the power of dialogue, the relevance of doubt and curiosity as bridges to knowledge will be highlighted, pointing out that Freire and Rancière's convictions are possible to materialize and are present in the development of this very contemporary strategy.