Transforming education: pedagogical innovation in diversifed contexts

Fonseca, Arnaldo; Dinis Fonseca, Arnaldo José

http://hdl.handle.net/10400.13/7327

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Authors

Fonseca, Arnaldo

Dinis Fonseca, Arnaldo José

Abstract(s)

The research presented follows an interpretative, organized, and systematic pro cess aimed at the emergence of concepts and practices capable of deepening the understan ding of Pedagogical Innovation (PI) across diverse formal, non-formal, and informal learning environments. Conceptually, Peda gogical Innovation is analyzed within a post modern context, where epistemological and axiological challenges increasingly impact education, particularly schools, which often remain anchored in practices that struggle to foster deep and meaningful learning of an ever more plural, intersubjective, and complex knowledge landscape. The research employs an interpretative meta-synthesis approach, analyzing 107 dissertations and theses in Edu cational Sciences—Pedagogical Innovation, defended at the University of Madeira betwe en 2007 and 2015. All studies analyzed were qualitative, and the meta-synthesis utilized a meta-ethnographic methodology. Through an inductive process, the research structured successive interpretative syntheses in its first stage, identifying 1,285 conceptual segments that reflect ideas, concepts, or topics relevant to the theme. In the second stage, involving the translation of primary studies (1st Level of Synthesis), 42 significant key concepts were identified. This process culminated in the third stage—Synthesis of Translations (2nd Level of Synthesis)—which led to the forma tion of five macro-conceptual categories: the construction of competences, teaching profes sionalism, students’ learning experiences, the nature of praxis, and instrumental resources. The conclusions reveal that Pedagogical Innovation constitutes a complex and multidimen sional phenomenon rooted in conscious and critical processes of change. These processes emphasize students’ capacities and attitudes, linked to pedagogical practices grounded in constructivist epistemological frameworks. Additionally, the findings highlight an inno vative praxis that remains deeply localized, limited to micro-intervention environments. The potential of ICT is noted as a valuable tool for fostering new learning approaches under specific conditions. Recommendations are directed at educational institutions, urging them to act as facilitators of collaborative cultural spaces, and at policymakers, advocating for strategies to reduce bureaucratic constraints and enable genuine school autonomy.