Despite the difficulties of integrating every student, every teacher and every school in the digital revolution of the 21st century, there are new tendencies in education using digital technology that are trying to change the everyday life in schools. The Flipped Classroom is one of them. This is a blended learning model that reverses the traditional teaching learning model, putting the student in focus, using digital technology (or not) to learn the contents for homework, usually in small videos, and spend the class time in the application of resources, usually in motivating activities. Following this path, this paper is the result of a case study that we performed in the school year of2015/2016, with about 80 students, with average ages of 13, in the classroom of History. To complete this experience, we planned an inverted History class, pursuing the main ideas of this methodology, using apps installed in the students' personal mobile phones and asking students to develop some activities during the class and after the end of class time. The outcome of this case study aims to be a contribution to the idea that Flipped Classroom can be an innovative strategy that reinforces the dialogues between Historical Education and the use of ICT, as well as an original and well-succeeded methodology in History teaching.

Resumo O presente estudo valoriza o projeto pedagógico como quadro de ação para os indivíduos na organização escolar. É, justamente, a essa luz que se analisa a forma como o espaço escolar é interpretado pelos utilizadores (nomeadamente, docentes), em um contexto muito específico: a Escola da Ponte (Portugal). Em um quadro de insucesso generalizado da experiência das escolas de área aberta em Portugal, aquilo que se procura demonstrar é que, no caso da Escola da Ponte, o êxito da experiência assentou no caráter inovador do projeto pedagógico (pondo em causa o DNA da organização pedagógica das escolas – a classe). A nossa interpretação, baseada no conceito de espaço como construção social, sustenta que foi, sobretudo, a consistência do projeto pedagógico e a interação entre atores e objetos da ação que determinaram a forma como o espaço foi sendo organizado; muito mais do que se tratar de um processo de indução resultante de o edifício ser de área aberta. A recolha empírica constituiu a base para conhecer o modo de apropriação do espaço pelo projeto pedagógico. Nessa ordem de ideias, foi enviado (por correio eletrônico) um inquérito através de um questionário a docentes que lecionaram na referida escola entre meados da década de 1970 e o ano de 2012. O arco cronológico tem a seguinte justificação: tratou-se do lapso de tempo que decorreu entre o início do projeto pedagógico e a transferência de instalações para um novo edifício.

Abstract The present study values the pedagogical project as a frame of action for individuals in the school organization. Indeed, it is according to this perspective that interpretations of the school space by its users (teachers in particular) are analyzed in a very specific context – Escola da Ponte –.Within the scope of widespread failure of the open-plan school experience in Portugal, the aim of this study is to highlight how the successful experience of Escola da Ponte was born out of the innovative nature of the pedagogical project (questioning the “DNA” of the pedagogical organization of schools – the class). Our interpretation is based on the concept of space as a social construction. Above all, it sustains that it was the consistency of the pedagogical project and the interaction between actors and objects of action that determined how the space was organized rather than the induction process of an open-plan school building. The empirical collection served to ascertain how the space was appropriated by the pedagogical project. A survey was sent by e-mail to the teachers who taught at this school between the mid-1970s and 2012. The chronological gap is due to the lapse of time between the beginning of the pedagogical project and the transfer of facilities to a new building.