Inovação pedagógica na educação básica: compreensões a partir dos diferentes protagonismos em uma escola da Rede Jesuíta de Educação

Abstract

This dissertation presents a study on Pedagogical Innovation in Basic Education, the assumptions that contribute to its concretization, the understandings and possibilities from the different protagonists, actors of the educational process. This research delves into the educational context and the full potency of the diversity and pluralism of a lively, dynamic dayto-day life and the propelling action of the pedagogical actors: students, teachers and managers. In the theoretical field, it is strongly inspired by the indicators of pedagogical innovation by Maria Isabel Cunha and other important theoretical contributions, such as Jaume Carbonell, Mônica Thurler, Francisco Imbernón and other scholars. In the light of the theoretical framework, the methodological course analyzed, sought to understand the teaching and learning process and unveil the pedagogical innovation from the analysis of elected legislative and institutional documents and the interpretation, through the discursive textual analysis of the narratives of some of the protagonists of the educational community studied, from the application of electronic questionnaires. In the case of Colégio Antônio Vieira, the empirical field of this investigation, students and teachers from the 6th and 7th grades of Elementary School and managers of different grades were elected. The data was organized into five categories of analysis: understandings of pedagogical innovation; understanding of the different roles in pedagogical innovation; tensions in innovative practices; powerful innovative experiences and learning generated; widening oh the investigative perspective – interaction between qualitative and quantitative data. The use of the NVIVO software deepened the analytical reading of the qualitative data and generated new codes, here called indicative elements of innovative practices. The analysis allowed to conclude that in the investigated school exists a culture of educative innovation with robust investments in the formative process of the educators, curricular actions and the learning environments in light of the guiding principles of the jesuit education and dialogue with contemporaneity; that the educational actors (teachers, students and managers) act as protagonists in the innovative pedagogical practices and it is important to expand the comprehension of the assumptions that anchor the movements of innovation aiming to concretize a systematic process potentiating the paradigm changes, thus overcoming the perspective of punctual innovative actions. This reflection resulted in the intervention plan, here called Innovation Map, that intends to assist the school in the qualification of the political pedagogical project aiming to advance in the reflexive formative strategies and concretization of the innovative practices