Transforming education: pedagogical innovation in diversifed contexts

Fonseca, Arnaldo; Dinis Fonseca, Arnaldo José

Publication

Transforming education: pedagogical innovation in diversifed contexts

2025-01-10Journal article

datacite.subject.fos	Ciências Sociais::Ciências da Educação
dc.contributor.author	Fonseca, Arnaldo
dc.contributor.author	Dinis Fonseca, Arnaldo José
dc.date.accessioned	2025-07-18T11:07:30Z
dc.date.available	2025-07-18T11:07:30Z
dc.date.issued	2025-01-10
dc.description.abstract	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.	eng
dc.identifier.doi	10.22533/at.ed.5585125070111
dc.identifier.issn	2764-0558
dc.identifier.uri	http://hdl.handle.net/10400.13/7327
dc.language.iso	eng
dc.peerreviewed	yes
dc.publisher	Atena Editora Edição de Livros Ltda
dc.relation.ispartof	International Journal of Human Sciences Research
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Pedagogical innovation
dc.subject	Change
dc.subject	Pedagogical praxis
dc.subject	Learning environments
dc.subject	.
dc.subject	Faculdade de Ciências Sociais
dc.title	Transforming education: pedagogical innovation in diversifed contexts	eng
dc.type	journal article
dspace.entity.type	Publication
oaire.citation.issue	1
oaire.citation.title	International Journal of Human Sciences Research
oaire.citation.volume	5
oaire.version	http://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyName	Dinis Fonseca
person.givenName	Arnaldo José
person.identifier.ciencia-id	871D-6984-3564
person.identifier.orcid	0000-0002-8178-5553
relation.isAuthorOfPublication	e1a659dc-1c7e-4b71-839b-81238ed27a38
relation.isAuthorOfPublication.latestForDiscovery	e1a659dc-1c7e-4b71-839b-81238ed27a38