O Programa Ensino Médio Inovador: recontextualizando a prática pedagógica inovadora

Abstract

The Secondary School, the final stage of Basic Education, presents serious inconsistencies due to its hesitant identity. Policies are being implemented in order to respond to the demands of society in the 21st Century, enabling students to have access to a set of knowledge to connect them to the globalized and technological world. In this context, the Inovador High School Program (ProEMI) was created by the Ministry of Education (MEC) in 2009 with the objective of offering another type of training to students, more focused on solving problems, distancing itself from the current curriculum that values Content and memorization. The ProEMI is based on a curriculum organized from four integrating dimensions: work, science, technology and culture. This program has required a new posture of the teacher in his / her school performance making innovation as the main element of the Program. The act of innovating requires that the teacher and other education professionals reflect and acquire a re-signification of pedagogical conceptions and practices. The insertion of innovation in the school context aims to promote changes in the teaching and learning process: it is an action constituted of challenges and difficulties. The present study aims to characterize and analyze the innovative pedagogical practices of teachers within ProEMI. The theoretical and epistemological foundation was supported by the understanding that the teacher as a professional in the learning process should be able to reflect on their practice and direct it according to the reality in which it operates, as stated by Candau (1997), Hernandez (2000) ), Carbonell (2002), Pozo (2002), Fullan (2007) Perrenoud (2002), Ramalho, Nunez and Galthier (2004) among others. It is an exploratory and descriptive research based on qualitative and quantitative approaches, with the aim of identifying the representation that teachers have about pedagogical innovation and innovative practice. For this, 33 teachers participated in the research, responding to a questionnaire composed of open and closed questions. We conjugate the Content Analysis Technique (Bardin 2011) to know the representations on the agenda and the Descriptive Analysis for quantitative data. It is observed that the teachers affirm to be able to innovate the pedagogical practice through new knowledge, interest and training activities. The study reveals an innovative knowledge to be incorporated in the base of professional knowledge, a challenge to be recognized by the initial and ongoing training processes. The study reveals an innovative knowledge to be incorporated in the base of professional knowledge, a challenge to be recognized by the initial and ongoing training processes. The study also emphasizes the responsibility that the pedagogical teams should have in relation to the theoretical, methodological and technical conceptions not only of the teachers, but also of all those responsible for the implementation of the Program. Some recommendations are made for all ProEMI schools.