Inovações Pedagógicas: das percepções às Práticas Profissionais

• Pinto, Sara ^[1] ; Rocha, Filipe ^[1] ; Ramos Gonçalves, dag ^[2]
  1. [1] Externato Santa Clara - Escola Superior de Educação Paula Frassinetti
  2. [2] Escola Superior de Educação de Paula Frassinetti
• Localización: Dedica. Revista de Educação e Humanidades, ISSN-e 2182-018X, ISSN 2182-0171, Nº. 22, 2024, págs. 45-58
• Idioma: portugués
• Títulos paralelos:
  • Pedagogical innovations: From perceptions to professional practices
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• Resumen
  • español

    Pedagogical innovation can be considered from multiple perspectives by those who can assume themselves as agents of change, acting strategically to innovate their practices at school.

    In this article we will focus on the presentation and discussion of the teaching perceptions of, approximately, more than a hundred primary and secondary education teachers working in the north of Portugal, on the concept of pedagogical innovation, and its benefits for the quality of the definition of actions and teaching strategies with consequences for learning actions. The methodology used allowed us to contrast the professional and human situations of teachers in relation to educational changes, educational practices, the design of strategic teaching and learning actions, and professional development. The conclusions corroborated the initial hypothesis that pedagogical innovation is an opportunity for professional (and personal) development, and that it results from the dilemmas and tensions of the teaching and learning process.

  • English

    It is common to associate the concepts of innovation with technological innovation. Although technological development is one of the key factors that promote innovation, this does not in itself guarantee pedagogical or scientific innovation, for example. Innovation, globally, is distinguished from the concept of reform (concept and practice interconnected with public policies and legislative references), attributed to the broadest level of educational policies. (De)Discourses are thus formed that reconstitute or subvert what is commonly called public opinion. Taking this scenario into account, it is essential to carry out formal studies and assessments on the way in which innovation is understood and practiced by educational actors, seeking to benefit from the clarity of facts and information to the detriment of possible intentional and influential distortions of and in opinion public.

    We therefore advocate a pedagogical innovation as a significant and lasting change, with an impact on knowledge and pedagogical practices, presupposing several dimensions and a multifaceted and multidimensional character, as they take different forms, which allows us to verify their complexity.

    In this sense, we assume pedagogical innovation as a set of systematic and deliberate devices and processes, through which the aim is to induce and promote changes in current pedagogical practices, guided by principles and values ​​that legitimize them, providing results and processes of professional teaching practice and practices improvements that require purposeful monitoring to guarantee the quality of the educational service provided. This definition and this reality, as the specialist bibliography shows, implies a revolution in the thinking and action of the school and its agents, as well as the profession of teaching.

    In this article we will focus on the presentation and discussion of the teaching perceptions of, approximately, more than a hundred primary and secondary education teachers who practice their profession in the north of Portugal, on the concept of pedagogical innovation and its benefits in the quality of the definition of actions, teaching strategies with consequences for learning actions.

    The methodology used responds to a field study based on a questionnaire survey, from 30 items, considering a Likert-type scale where it was possible to contrast the professional and human situations of teachers in relation to educational changes, educational practices, the design of strategic teaching and learning actions and professional development.

    The conclusions corroborated the initial hypothesis that pedagogical innovation is an opportunity for professional (and personal) development and that it results from the dilemmas and tensions of the teaching and learning process.

  • português

    A inovação pedagógica pode ser equacionada a partir de múltiplos olhares, em particular, por aqueles que podem assumir-se como agentes de mudança, agindo estrategicamente para inovar as suas práticas educativas.

    No presente artigo é nosso objetivo apresentar e discutir as perceções docentes de, sensivelmente, mais de uma centena de docentes do ensino básico e secundário que exercem a sua profissão na zona norte de Portugal, sobre o conceito de inovação pedagógica e os seus benefícios na qualidade da definição de ações estratégias de ensino com consequências na aprendizagem. A metodologia utilizada permitiu contrastar as situações profissionais e humanas dos docentes em relação às mudanças educativas, as práticas educacionais, a conceção de ações estratégicas de ensino e aprendizagem e ao desenvolvimento profissional. As conclusões corroboraram a hipótese inicial de que a inovação pedagógica é uma oportunidade de desenvolvimento profissional (e pessoal), que resulta da complexidade do processo de ensino e aprendizagem.