Abstract
Teaching and learning practices have specific characteristics grounded on the contexts in which these practices are constituted. However, in environments with Internet access, practices that ignore such characteristics are not uncommon. The aim of this article is to identify characteristics and contributions of the (re)constitution of students’ cultural practices with the Internet in a hybrid environment. The qualitative research took place in a first-year high school class at a Technical State School, in Nova Odessa (SP). A hybrid environment was created to conduct lessons about functions. Data was collected in an online learning environment on Facebook and in in-person meetings. From a complexity perspective, narrative inquiry was adopted for the interpretation and analysis of data gathered in four-day school episodes. The emergence of learning collectives was identified as the main characteristic. These collectives presented practices that involved skills such as researching and negotiating meaning about students’ own responses. Understanding the (re)constitution of cultural practices in hybrid environments contributes to teacher actions and decision-making that consider students' skills and needs; it contributes also for hybrid models not to be adopted as sufficient.
Mathematics Classes; Classroom; Complexity; Teaching and Learning Practices; Functions
