PEER LEARNING FOR KNOWLEDGE CONSTRUCTION IN HYBRID EDUCATION

Abstract

Peer learning has emerged as a central strategy in pedagogical practices that incorporate hybrid education, promoting autonomy, engagement, and the development of cognitive and socio-emotional skills. This article analyzes how peer instruction, grounded in active methodologies, supports the collaborative construction of knowledge and reshapes educational relationships within the school context. The research adopts a qualitative approach, based on a bibliographic review, combining classical and contemporary authors on the subject. The findings show that, by mediating interactive processes among students, the teacher takes on the role of curator and facilitator of meaningful learning. Despite its potential, the practice faces challenges related to traditional school culture, teacher training, and material conditions in public schools. It is concluded that peer learning requires planning, sensitivity, and pedagogical intentionality, with the need to value dialogic and collaborative environments to consolidate its effectiveness in hybrid teaching.