Inovação pedagógica: um estudo sobre a utilização de práticas inovadoras em uma turma de 2º. ano dos Anos Iniciais do Ensino Fundamental do Colégio Catarinense

Abstract

This article analyzes the implementation of pedagogical innovation practices in the 2nd year of Elementary School at Colégio Catarinense, in light of the principles of Ignatian Pedagogy. Recognizing the inadequacy of traditional educational models in the face of contemporary challenges, the study explores the concepts of integral education, meaningful learning, and pedagogical innovation as cornerstones for a transformative educational practice. Through the analysis of a teacher's lesson plan, the paper identifies points of convergence with these theoretical assumptions, such as the contextualization of learning, the encouragement of active student participation, and the integration of different knowledge domains. However, it also points out possible divergences and aspects that require further in-depth analysis, such as the depth of the implemented innovation, the comprehensiveness of integral education, and the explicit connection with social demands. In its final considerations, the article highlights the potential of the analyzed planning while emphasizing the need for continuous reflection on the effectiveness of innovative practices in promoting an integral and meaningful education, aligned with the principles of Ignatian Pedagogy and the demands of current society.