The Flipped Classroom and TDICS: A Methodological Approach for Reinforcing Essential Learning in Upper Elementary School

Abstract

The COVID-19 pandemic has exacerbated educational inequalities and created significant learning gaps in Brazilian K-12 education, particularly in upper elementary school. In this context, addressing these learning gaps has become a top priority, requiring the reorganization of teaching practices and the development of more participatory and flexible strategies. The present study aimed to analyze how the integration of active methodologies, the Flipped Classroom (FC), and Digital Information and Communication Technologies (DICTs) can contribute to the recovery of essential learning in lower secondary education. Methodologically, the research is characterized as a narrative literature review, employing a qualitative approach with an exploratory-interpretive nature, grounded in the works of authors such as Moran, Bergmann and Sams, Kenski, and Santaella. The results show that the integration of FL and ICTs facilitates the reorganization of instructional time, the personalization of interventions, the strengthening of formative assessment, and student agency. It is concluded that the restoration of learning goes beyond emergency compensatory measures, presenting itself as an opportunity for pedagogical transformation aligned with the demands of contemporary digital culture.