Inovação educacional: uma perspectiva acerca da visão dos professores sobre possíveis interferências em suas práticas pedagógicas

Abstract

The growing innovations have provided the new generations with the appropriation of skills different from those expected by the school, expanding and modifying the way they teach and learn. The use of different technologies by children has mobilized and developed increasingly complex cognitive skills, expanding the spaces of socialization, interaction and learning. The term innovation, often understood as a solution to many problems, is often used in the educational environment, especially related to technologies such as computers and the Internet. This research has as object of study the relationship established between educational innovation and the technological resources used by teachers of the initial grades of Elementary School I, and the interest in this theme arose from my professional experience. The pandemic period established by Covid-19 brought and accentuated the discussion about the use of these resources during remote teaching and forced a reflection on their use. This research has as its central question answer: What do teachers understand by educational innovation, what do they think about these innovations and how they incorporate them (or not) into their teaching practice? Through questionnaires applied with nine elementary school teachers I (specifically teachers of the first, second and third years), this study seeks to understand what these teachers understand by educational innovation and how they incorporate them into their practice? It is also intended to identify the criteria for choosing the contents that will be developed through resources considered innovative, in addition to identifying the evaluation of teachers on the innovations implemented in the school. It is perceived in the teachers' report that there is the understanding that when innovating, beneficial changes will occur. The expectation regarding the changes that occurred when introducing an innovation can be classified: innovation as a change in usual educational practices in a social group; innovation as a synonym for change and educational reform; innovation as modification of curricular proposals; innovation as an expectation of changes in individual professional performance, innovations from social pressures. It is verified that the use of computers, tablets, software and programs are considered innovative by the participants, because although they have existed temporally for a long time, these resources began to commend and modify the practice recently, characterizing themselves as an innovation for participants. There are different understandings about the use of resources in classes. While some teachers envision greater action from students, enabling greater interaction of students with resources, others envision resources as support and complement to classes. Teachers observe changes in their pedagogical practice, especially about time, planning and methodology. Teachers see in the school apparatus, an incentive for innovation, but among the problems encountered for the use of resources, it is observed: the lack of support of specialized staff in schools, difficulties with the wi-fi of school units, problems with the tablets available and the lack of training. Among the positive points, teachers mention the greater interest and interaction of children, the variation of methodology and the way of presenting the content, in addition to the promotion of digital inclusion