As concepções de inovação em educação identificadas nas iniciativas do movimento de inovação na educação

Abstract

This Completion Course Work aims to classify the concepts of innovation in education identified in the initiatives of the Education Innovation Movement - EIM. This is an excerpt from the scientific initiation research entitled: Innovation in Education in Brazil: theoretical studies, statistical data and institutions (Notice 02/2020/PROPESQ/UFPB), which served as a context for the production of the empirical material analyzed in this work. In theoretical terms, the research is based on innovation in education characterized by two predominant conceptions, namely: regulatory conception and emancipatory conception. The first, from an economic perspective, seeks to meet market demands aimed at profit, while the second seeks to promote emancipation, contributing to the debate on the importance of innovation in education. In methodological terms, the research is constituted as a research with a qualitative-quantitative approach, of a documentary and exploratory type, using the following procedures: collection, analysis and categorization of data obtained from selection in the EIM database. In that database, the present conceptions of innovation in education were identified. From the identification of these concepts, we proceeded to the categorization of the collected data, systematizing the information described in the summary of each institution on their respective websites, focusing on data related to management, Political-Pedagogical Project (PPP) and pedagogical practice with theoretical foundation, considering the characteristics of each conception explained by the theorists mentioned in this work, enabling the classification of institutions by conception of innovation in education. It is concluded that the conception of innovation in education predominant in the innovative initiatives of the Movement for Innovation in Education was the conception of innovation in emancipatory education that fights against the mechanisms of power, for a quality, inclusive education, in which work is seen. as a social practice.