Pedagogical innovation: how do academic productions dialogue with conceptual understandings?

Abstract

In this paper, the results of a state of the art on the topic of pedagogical innovation are presented. Such searches were carried out in the context of a study on innovative pedagogical practices from the perspective of different school roles. As a basis, Capes Theses and Dissertations Bank and the IBICT Digital Library were used, in the period between 2017 and 2020. The selected descriptors - educational innovation, curricular innovation, innovation in Basic Education, and innovation and pedagogical practices – were supported by the conceptual bases on the contemporary context, curriculum and pedagogical practices, actors and management, structure, tools, and training, which support the proposed reflections. As a result of the searches and refinements carried out, seven groups were categorized that highlighted the most common approaches to the topic. Finally, ten productions were selected, which were placed in a more direct dialogue with the conceptual base, reinforced the importance of a curricular position on pedagogical innovation, the resistance and slowness of institutions in taking a critical position on the intentionality of their projects. In the same way, to advance in its implementation, the emphasis on collective and institutional construction and the realization of a necessary relationship of interdependence between management, teacher training and innovative practices.