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Estudos sobre inovação pedagógica. Uma metassíntese interpretativa
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Abstract(s)
O presente trabalho de investigação consiste de uma metassíntese interpretativa, a qual
incide sobre um conjunto de 107 Dissertações de Mestrado e Teses de Doutoramento, defendidas
na Universidade da Madeira, entre 2007 e 2015 , no domínio dos Cursos de 2º e 3º Ciclos em
Ciências da Educação na especialidade de Inovação Pedagógica. Pretendendo contribuir para o
aprofundamento do conhecimento e compreensão do fenómeno da inovação pedagógica,
fundamentados na análise de uma multiplicidade de práticas pedagógicas e ambientes de
aprendizagem concretos, revelaram-se uma diversidade de conceitos, ideias ou práticas os quais,
de uma forma consistente, foram emergindo ao longo da análise dos estudos primários.
O quadro teórico encontra-se estruturado em sete capítulos. Discute-se a temática da
inovação pedagógica tendo como contexto enquadrador as realidades e desafios para a educação,
e a escola em particular, em tempos de pós-modernidade; as opções teóricas de suporte ao agir
pedagógico, com ênfase nas correntes cognitivista e interacionista; a natureza e características
próprias das dinâmicas de mudança; as implicações e visões em termos de conceito,
operacionalização e referencial de ação; os níveis e lógicas de intervenção, os desafios ao nível
da racionalidade de suporte à práxis pedagógica docente, finalizando-se com a discussão do papel
mediacional das tecnologias da informação e comunicação.
Para o desenvolvimento da metassíntese interpretativa, a investigação recorre à
metodologia metaetnográfica a qual, consistindo num processo indutivo, de natureza progressiva,
permitiu estruturar sínteses interpretativas sucessivas, culminando, em cinco grandes categorias
macro-conceptuais de entendimento e enquadramento do fenómeno da Inovação Pedagógica,
nomeadamente: a construção de competências, a profissionalidade docente, as experiências de
aprendizagem dos alunos, a natureza da práxis pedagógica, e por fim, os recursos instrumentais.
As conclusões enquadram a inovação pedagógica enquanto realidade complexa e
multidimensional assente num processo consciente e crítico de mudança, tendo-se evidenciado o
seu potencial na promoção das competências no domínio das capacidades e atitudes dos alunos,
na responsividade ao desafio do contexto sociocultural, no exercício crítico-reflexivo de defesa e
promoção de valores humanistas, associados a um agir pedagógico profundamente comprometido
com referenciais epistemológicos de natureza construtivista. A Inovação Pedagógica revela-se,
ainda, alicerçada numa práxis profundamente insularizada, estruturada e desenvolvida na individualidade, num ambiente micro de intervenção, mas aproveitando com eficácia as escassas
margens de autonomia disponíveis. As TIC revelam o potencial de, em certas circunstâncias,
apoiarem a criação de novas formas de interação e suporte à criação do conhecimento. Por fim
verificámos como a construção da mudança no sentido de pensar e concretizar uma práxis
pedagógica transformacional, implica, necessariamente uma conjugação de querer, saber e poder,
independentemente do peso relativo que cada um destes elementos possa constituir, em cada
contexto.
The present research work is based on an interpretative metasynthesis, which focuses on a set of 107 Master's Dissertations and Doctoral Theses, presented at the University of Madeira, between 2007 and 2015, in the domain of the 2nd and 3rd Cycles in Education Sciences, concerning the thematic of Pedagogical Innovation. Intending to contribute to the deepening of knowledge and understanding of the Pedagogical Innovation phenomenon, based on the analysis of a multiplicity of pedagogical practices and concrete learning environments, they revealed a diversity of concepts, ideas or practices which, in a consistent way, were emerging throughout the analysis of primary studies. The theoretical framework is structured in seven chapters. The theme of pedagogical innovation is discussed, having as contextual background the realities and challenges for education, and the school in particular, in times of post-modernity; theoretical options for supporting pedagogical action, with an emphasis on cognitive and interactionist theories; the nature and characteristics of the dynamics of change; the implications and visions in terms of concept, operationalization and action framework; the levels and logic of intervention, the challenges in terms of the rational support to the teaching pedagogical praxis, ending with the discussion of the mediational role of information and communication technologies. For the development of interpretative meta-synthesis, the investigation uses the meta ethnographic methodology which, based on an inductive process, of a progressive nature, allowed to structure successive interpretative syntheses, culminating in five major macro conceptual categories of understanding and framing the phenomenon of Pedagogical Innovation, namely: the construction of skills, teaching professionalism, students' learning experiences, the nature of pedagogical praxis, and finally, instrumental resources. The conclusions frame pedagogical innovation as a complex and multidimensional reality based on a conscious and critical process of change, with its potential in promoting skills in the domain of students' capacities and attitudes, in responding to the challenge of the socio-cultural context, in a critical-reflexive defense and promotion of humanist values, associated with a pedagogical action deeply committed to epistemological references of a constructivist nature. Pedagogical Innovation also reveals, itself, to be based on a deeply insularized praxis, structured and developed in individuality, in a micro intervention environment, but effectively taking advantage of the scarce margins of autonomy available. ICTs reveal the potential, in certain circumstances, to support the creation of new forms of interaction and support for the creation of knowledge. Finally, we verified how the construction of change in the sense of thinking and concretizing a transformational pedagogical praxis, necessarily implies a combination of will, knowledge and power, regardless of the relative weight that each of these elements may constitute, in each context.
The present research work is based on an interpretative metasynthesis, which focuses on a set of 107 Master's Dissertations and Doctoral Theses, presented at the University of Madeira, between 2007 and 2015, in the domain of the 2nd and 3rd Cycles in Education Sciences, concerning the thematic of Pedagogical Innovation. Intending to contribute to the deepening of knowledge and understanding of the Pedagogical Innovation phenomenon, based on the analysis of a multiplicity of pedagogical practices and concrete learning environments, they revealed a diversity of concepts, ideas or practices which, in a consistent way, were emerging throughout the analysis of primary studies. The theoretical framework is structured in seven chapters. The theme of pedagogical innovation is discussed, having as contextual background the realities and challenges for education, and the school in particular, in times of post-modernity; theoretical options for supporting pedagogical action, with an emphasis on cognitive and interactionist theories; the nature and characteristics of the dynamics of change; the implications and visions in terms of concept, operationalization and action framework; the levels and logic of intervention, the challenges in terms of the rational support to the teaching pedagogical praxis, ending with the discussion of the mediational role of information and communication technologies. For the development of interpretative meta-synthesis, the investigation uses the meta ethnographic methodology which, based on an inductive process, of a progressive nature, allowed to structure successive interpretative syntheses, culminating in five major macro conceptual categories of understanding and framing the phenomenon of Pedagogical Innovation, namely: the construction of skills, teaching professionalism, students' learning experiences, the nature of pedagogical praxis, and finally, instrumental resources. The conclusions frame pedagogical innovation as a complex and multidimensional reality based on a conscious and critical process of change, with its potential in promoting skills in the domain of students' capacities and attitudes, in responding to the challenge of the socio-cultural context, in a critical-reflexive defense and promotion of humanist values, associated with a pedagogical action deeply committed to epistemological references of a constructivist nature. Pedagogical Innovation also reveals, itself, to be based on a deeply insularized praxis, structured and developed in individuality, in a micro intervention environment, but effectively taking advantage of the scarce margins of autonomy available. ICTs reveal the potential, in certain circumstances, to support the creation of new forms of interaction and support for the creation of knowledge. Finally, we verified how the construction of change in the sense of thinking and concretizing a transformational pedagogical praxis, necessarily implies a combination of will, knowledge and power, regardless of the relative weight that each of these elements may constitute, in each context.
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Keywords
Mudança Inovação pedagógica Metaetnografia Práxis pedagógica Ambientes de aprendizagem Construtivismo Tecnologias da Informação e Comunicação CIE-UMa Change Pedagogical innovation Metaetnography Pedagogical praxis Learning environments Constructivism Information and Communication Technologies Currículo e Inovação Pedagógica . Faculdade de Ciências Sociais