Educational innovation. What? Why? Where? How?

• Autor(a) principal: Jesus, Pedro
• Data de Publicação: 2021
• Outros Autores: Azevedo, Joaquim
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• DOI: 10.34632/investigacaoeducacional.2020.9683
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2020.9683

The studies published in the field of educational innovation have been seeking to diffuse experiences rather than to understand its complexity. In general, they use quality indicators to describe educational experiences, but generally do not anchor in solid theoretical frameworks upon the concept of innovation in education. On the other hand, the rhetoric of innovation seems to be part of the predominant educational discourse, with some authors even considering that it has become a “trendy buzzword” and warning that, in the race to become innovative, schools and systems masquerade consumerism as pedagogy. This paper presents a literature review of narrative and exploratory type, non-systematic (Ferenhof & Fernandes, 2016), within an ongoing PhD research on educational innovation in a network of schools in Portugal, aims to give consistency to the research to undertake and clarify the concepts around innovation in education: understanding where the forces that call it come from, identifying how it is processed and in which levels it operates. Being a concept that has made a long way in economics, science and social life, the innovation in education lacks a conceptualization that details the variables and different scales in which it works, from the system itself to the classroom, from world level to local level. The review undertaken allowed us to envision educational innovation as a multidimensional and multilevel concept, serving a continuous school improvement process, necessarily focused on the human development of each and every student, according to equity and social justice standards.