CRITICAL-COLLABORATIVE HYBRID LEARNING: A DISCUSSION BASED ON THE SOCIAL-HISTORICAL-CULTURAL THEORY^1;2

Different conceptions about hybrid teaching, hybrid education, and hybrid learning have been disseminated since the pandemic period, without an effective discussion about which theoretical bases guide this hybrid work format. The objective of this paper is to discuss a teaching proposal carried out as part of a graduate program in Applied Linguistics and Language Studies (PUC-SP), focusing on hybrid teaching-learning in the light of the socio-historical-cultural theory and guided by critical-creative methodologies. More specifically, the study was anchored on the theoretical-methodological approach of Critical Collaborative Research (PCCol). It sought support in the concept of critical collaboration (Magalhães, 2010; 2011); in the studies of Vygotsky ([1930] 1991), Gutierrez et al. (1999); and in concepts that are the foundations of the discussion on hybridism (Canclini, [2001] 2008, Nørgård (2021). As a result, it was possible to highlight characteristics of hybrid teaching-learning from the socio-historical-cultural perspective: the development of autonomy, the interdependence between the proposed tasks aiming to expand spaces for critical-collaborative exchanges, the possibility of generating potential zones of development articulated with the real contexts of students' lives. Such results corroborate the need for new studies on hybrid teaching in postgraduate programs.

KEYWORDS:
Hybridism; Hybrid teaching-learning; Socio-historical-cultural perspective of hybrid teaching-learning; Learning stations; Critical-creative methodologies