Educação Híbrida na América Latina Pós-COVID-19
Revisão Sistemática da Literatura
DOI:
https://doi.org/10.22456/1982-1654.149625Palavras-chave:
Hybrid Education, Higher Education, Latin America, COVID-19, Educational InnovationResumo
A pandemia de COVID-19 redefiniu o ensino superior em escala global, com efeitos significativos na América Latina, onde desigualdades estruturais intensificaram a transição abrupta para o ensino remoto. Este artigo examina criticamente a evolução, a conceituação e a implementação da educação híbrida na região após a COVID-19. Com base em uma revisão sistemática da literatura orientada pelo protocolo PRISMA, identifica desafios e oportunidades centrais, incluindo inovações pedagógicas, desigualdades persistentes e adaptações institucionais. A análise sustenta que a educação híbrida pode ampliar a flexibilidade e a inclusão, mas também pode reproduzir desigualdades sem reformas sistêmicas, propondo caminhos de pesquisa e políticas para fortalecer seu potencial transformador.
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Os direitos autorais para artigos publicados nesta revista são do autor, com direitos de primeira publicação para a revista. Em virtude de aparecerem nesta revista de acesso público, os artigos são de uso gratuito, com atribuições próprias, em aplicações educacionais e não-comerciais. Os textos podem ser compartilhados desde que respeitados os direitos autorais sob a licença Creative Commons Não comercial-CompartilhaIgual 4.0.Aceito 2025-12-01
Publicado 2026-02-06
