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A inovação pedagógica através do programa Erasmus+
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A inovação pedagógica tem colocado, ao longo das gerações, grandes desafios, continuando a ser uma temática de interesse, pertinente e de debate mundial. No tempo que nos é dado viver, ressaltam situações de extrema complexidade, sobretudo quando equacionamos questões de natureza e âmbito diverso como “A geração ansiosa” (HAIDT, 2024), “A era da inteligência artificial e o nosso futuro humano” (Kissinger; Huttenlocher; Schmidt, 2021),“Big data & Analytics” (Côrte-Real, 2022), fake news em “A máquina do ódio” (Campos Mello, 2021), “Migrações e Globalização” (Tomiko Ribeiro Aizawa, 2020), “Alterações climáticas. O que sabemos e o que não sabemos” (Curry, 2019),“A Escola que temos e a escola que queremos” (Lima, 2017). A intensidade e a acelerada forma de viver, nas novas sociedades, gera em nós predisposições e sentimentos de insegurança e uma vontade feroz de atenção e de “fazer coisas” (Han, 2014, p. 42). Entramos num mundo de relações frágeis, flutuantes, momentâneas (Bauman, 2003). Precisamos “Reimaginar nossos futuros juntos” (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2021), tecendo redes de conexão dialéticas, interativas e capazes de gerar “comunidades de semelhança” (Bauman, 2003a, p. 53), inscritas em estilos de vida saudáveis e de bem-estar. No centro, permanece a ideia de um mundo melhor, através da educação autêntica (Azevedo, 2011, p. 134) e do desenvolvimento total da pessoa (Delors et al., 1996, p. 84). A aprendizagem humana “implica uma teia de relações necessárias com outros seres humanos” (Savater, 2006, p. 32) e o ativar o princípio da educabilidade (Lei n.º 46/86, 1986a), enquanto “molde efetivo do ser humano” (Savater, 2006, p. 36), “Assegurar o desenvolvimento do raciocínio, da reflexão e da curiosidade científica e o aprofundamento dos elementos fundamentais de uma cultura humanística, artística, científica e técnica” (Lei N.º 46/86), pressupõe “uma visão compartilhada dos propósitos públicos da educação” (UNESCO, 2021, p. 6) e o esforço de “trabalharmos juntos para criar futuros compartilhados e interdependentes” (UNESCO, 2021, p. 6). Nessa lógica, “As escolas devem ser espaços educacionais protegidos, uma vez que apoiam a inclusão, a equidade e o bem-estar individual e coletivo” (UNESCO, 2021, p. 6), circunstância que evidencia a necessidade de um compromisso social a Escola para TODOS (…) a aprendizagem tornou-se numa prioridade social, não só para dotar os alunos de conhecimentos, capacidades, atitudes e valores que são globalmente reconhecidos, como de igual modo para promover o seu bem-estar, numa sociedade que está em permanente mudança e que nem sempre cria as condições para a promoção de uma educação inclusiva, equitativa e de qualidade (…) as medidas de inovação estão distribuídas pelas dimensões pedagógica, curricular e organizacional, com mais peso para as duas últimas. (Pacheco, 2019, pp. 91, 99, 101) Conseguir adaptar-se a novos contextos e novas estruturas, mobilizando as competências, mas também estando preparado para atualizar conhecimento e desempenhar novas funções (Perfil dos Alunos à Saída da Escolaridade Obrigatória [PASEO], 2017, p. 13). Cabe à escola a missão de desenvolver conhecimentos, capacidades, atitudes, talentos, tal como está explanado no PASEO, com vista a munir cada pessoa, cada aluno, a “analisar e questionar criticamente a realidade, avaliar e selecionar a informação, formular hipóteses e tomar decisões no seu dia a dia” (PASEO, 2017, p. 16). Desígnios que nos convocam para a presente investigação e que nos levam a questionar o(s) conceito(s), perceções, características e práticas de inovação pedagógica, quando equacionadas à luz do Programa Erasmus +, de um agrupamento de escolas situado na zona norte de Portugal e, em particular, no que respeita à maior motivação dos estudantes para mais e melhor aprender. A inovação pedagógica, realizada através do PE+, tem vindo a demonstrar, de forma indelével, ao longos dos anos, o quanto privilegia os processos de aprendizagem centrados nas pessoas, observando os princípios da interculturalidade, diversidade, envolvência, colegialidade, intercâmbio, contextualização e articulação. Nesta assunção, a prática de abordagens pedagógicas plurais, de natureza interativa e participativa, envolve e implica a comunidade educativa (e.g. famílias, docentes e não docentes, organizações). A visão que aqui se fundamenta, faz do aluno o protagonista do seu processo de aprendizagem e a possibilidade de gerar projetos de vida estruturados em ordem a uma cidadania ativa, intercultural, cívica e europeia. A prática da inovação pedagógica inscrita no âmbito do Programa Erasmus+, sobretudo no que respeita ao ensino secundário, carece, ainda, de maiores diligências científicas e empíricas, circunstância que justifica a nossa opção e objeto de investigação. Neste pressuposto, o único modo capaz de contribuir para uma melhor identificação, caracterização e compreensão dos processos de ensino e de aprendizagem é proporcionar conhecimento sobre as práticas de inovação pedagógica à luz do Erasmus+, expresso em discurso descritivo e interpretativo de situações concretas, aplicadas as técnicas de recolha e análise de dados assumidas - pesquisa e análise documental e entrevistas. A abordagem investigativa, pragmática e instrumental alicerça-se em três estudos, de forma integrada, em formato de artigo, focalizados nas práticas de inovação pedagógica, por via do Erasmus+, relativamente ao ensino secundário. O artigo 1 consiste numa revisão sistemática, tipo scoping review, aplicando o modelo de análise Arksey e O’Malley (2005), através da leitura e análise crítica de 11 artigos sobre inovação pedagógica, associados ao Programa Erasmus+, com o intuito de identificar os principais conceitos, desafios e aspetos potenciadores e inibidores das práticas de inovação pedagógica entre 2017 e 2021. Aferindo-se que o Programa Erasmus+ é considerado um programa de excelência visto que promove novas formas de aprender, de base humanista, para aprendermos a viver juntos e a tornarmo-nos cidadãos para um mundo, em constante crescimento, transformação, através da dinamização de práticas pedagógicas interativas, sustentáveis, com base na inovação, articulação curricular, partilha, comunicação, no diálogo intercultural, intergeracional, promovendo práticas, competências e aprendizagens essenciais ao longo da vida, para a melhoria da qualidade das aprendizagens, do sucesso educativo, tal como está explanado nos documentos orientadores das políticas educativas nacionais e europeias. Este artigo tem como principal objetivo dar suporte aos estudos 2 e 3. O artigo 2 focaliza-se na identificação/classificação da natureza das práticas pedagógicas dinamizadas e competências desenvolvidas, por via do Erasmus+, utilizando como metodologia, o paradigma investigativo de natureza qualitativa, através da pesquisa exploratório-descritiva, por análise de conteúdo, de um corpus de 12 artigos, entre 2017- 2021, com base na matriz de análise convocada de Paniagua e Istance (2018) e do PASEO (2017). Constatando-se que as principais práticas pedagógicas identificadas, no quadro do Erasmus+, estão alinhadas com os conceitos, aspetos potenciadores e inibidores da inovação pedagógica apresentados no artigo 1, e, assim sendo, são práticas inscritas na matriz de inovação pedagógica (Paniagua & Istance, 2018), recorrendo a pedagogias em x que o aluno é o principal ator, na construção de uma aprendizagem dialógica, intercultural, através da promoção da dialogicidade, envolvência, participação ativa, sobretudo no plano de uma aprendizagem experimental, integrada e interdisciplinar, indo ao encontro das políticas educativas nacionais e internacionais. O artigo 3 consiste na identificação, caraterização da natureza e tipo de práticas pedagógicas sugeridas, nos documentos oficiais do agrupamento, ao nível do ensino secundário, relativas ao Erasmus+ e dos discursos das pessoas entrevistadas. A metodologia selecionada como estratégia de investigação, assenta num estudo de caso, privilegiando aqui a pesquisa documental e a entrevista em profundidade. Dos resultados apurados, poder-se-á dizer-se que o Programa Erasmus+ promove: (1) práticas pedagógicas essencialmente interativas, nomeadamente Multiliteracias e Discussão, Aprendizagem Experimental, Aprendizagem Integrada, Aprendizagem Combinada e Gamificação; (2) competências pessoais de informação e comunicação, linguagens e texto, pensamento crítico e criativo, sensibilidade estética e artística e (3) aprendizagens únicas, experimentais, personalizadas, generativas, de diversa natureza (programação, robótica, capacitação digital). Podendo ser avaliado como um programa de excelência, muito positivo, inovador, encorajador, sendo caracterizado como um programa de êxito, “na linha da frente (…) um sol a iluminar as mentes ou uma janela para o mundo”, porquanto cria cenários inovadores e ambientes de aprendizagem reflexivos, de diálogo intercultural, relacionamento interpessoal, enriquecimento ativo e participativo, na envolvência, na mobilidade de estudantes e no desenvolvimento profissional, através da resolução de problemas, promovendo a cidadania ativa, cívica e europeia para alcançarmos aprendizagens com mais qualidade.
Pedagogical innovation has posed major challenges over the generations and continues to be a topic of interest, relevance and global debate. In the times we are living in, situations of extreme complexity stand out, especially when we equate issues of a diverse nature and scope such as ‘The anxious generation’ (Haidt, 2024), ‘The age of artificial intelligence and our human future’ (Kissinger et al., 2021), ‘Big data & Analytics’ (CôrteReal, 2022), fake news in ‘The hate machine’ (Campos Mello, 2021), ‘Migration and Globalisation’ (Tomiko Ribeiro Aizawa, 2020), ‘Climate change. What we know and what we don't know’ (Curry, 2019), “The school we have and the school we want” (Lima, 2017). The intensity and accelerated way of living in new societies generates in us predispositions and feelings of insecurity and a fierce desire for attention and ‘doing things’ (Han, 2014, p. 42).We have entered a world of fragile, fluctuating, momentary relationships (Bauman, 2003b). We need to ‘Reimagine our futures together’ (United Nations Educational, Scientific and Cultural Organisation [UNESCO], 2021), weaving dialectical, interactive networks of connection capable of generating ‘communities of similarity’ (Bauman, 2003b, p. 53), inscribed in healthy lifestyles and well-being. At the centre is the idea of a better world through authentic education (Azevedo, 2011, p. 134) and the total development of the person. Human learning ‘implies a web of necessary relationships with other human beings’ (Savater, 2006, p. 32) and activating the principle of educability (Law nº. 46/86, 1986b), as an ‘effective moulding of the human being’ (Savater, 2006, p. 36), ‘Ensuring the development of the human being’ (Savater, 2006, p. 36). 36), ‘Ensuring the development of reasoning, reflection and scientific curiosity and the deepening of the fundamental elements of a humanistic, artistic, scientific and technical culture’ (LAW Nº. 46/86, 1986b), presupposes ‘a shared vision of the public purposes of education’ (UNESCO, 2021, p. 6) and the endeavour to ‘work together to create shared and interdependent futures’ (UNESCO, 2021, p. 6). In this logic, ‘Schools must be protected educational spaces, as they support inclusion, equity and individual and collective wellbeing’ (UNESCO, 2021, p. 6), a circumstance that highlights the need for a more holistic approach to education a social commitment to School for ALL (...) learning has become a social priority, not only to equip students with knowledge, skills, attitudes and values that are globally recognised, but also to promote their well-being in a society that is constantly changing and that does not always create the conditions to promote inclusive, equitable and quality education (...) innovation measures are distributed across the pedagogical, curricular and organisational dimensions, with more weight given to the latter two (Pacheco, 2019, pp. 91, 99, 101). The improvement and quality of teaching and learning processes raises the question every day of how important and challenging the role of pedagogical innovation is in promoting a humanistic, inclusive education at the service of full human development. ‘Educating in the 21st century requires the realisation that it is essential to be able to adapt to new contexts and new structures, mobilising skills, but also being prepared to update knowledge and perform new functions (Profile of Students Leaving Compulsory Education [PASEO], 2017, p. 13). It is the school's mission to develop knowledge, skills, attitudes and talents, as explained in the PASEO, in order to equip each person, each pupil, to ‘critically analyse and question reality, evaluate and select information, formulate hypotheses and make decisions in their daily lives’ (PASEO, 2017, p. 16). This is the purpose of this research, which leads us to question the concept(s), perceptions, characteristics and practices of pedagogical innovation, when considered in the light of the Erasmus+ Programme, in a school grouping located in the north of Portugal and, in particular, with regard to greater student motivation to learn more and better. The pedagogical innovation carried out through PE+ has indelibly demonstrated over the years how much it favours people-centred learning processes, observing the principles of interculturality, diversity, involvement, collegiality, exchange, contextualisation and articulation. In this assumption, the practice of plural pedagogical approaches, of an interactive and participatory nature, involves and implicates the educational community (e.g. families, teachers and non-teachers, organisations). The vision that underpins it makes the student the protagonist of their learning process and gives them the chance to xiii generate structured life projects aimed at active, intercultural, civic and European citizenship. The practice of pedagogical innovation within the scope of the Erasmus+ Programme, especially with regard to secondary education, is still in need of further scientific and empirical research, a circumstance that justifies our choice and object of investigation. With this in mind, the only way to contribute to a better identification, characterisation and understanding of teaching and learning processes is to provide knowledge about pedagogical innovation practices in the light of Erasmus+, expressed in a descriptive and interpretative discourse of specific situations, using the data collection and analysis techniques we have chosen-documentary research and analysis and interviews. The investigative, pragmatic and instrumental approach is based on three integrated studies, in article format, focussing on pedagogical innovation practices through Erasmus+ in secondary education. Article 1 consists of a systematic scoping review, applying the Arksey and O'Malley (2005) analysis model, by reading and critically analysing 11 articles on pedagogical innovation associated with the Erasmus+ Programme, with the aim of identifying the main concepts, challenges and aspects that enhance and inhibit pedagogical innovation practices between 2017 and 2021. The Erasmus+ programme is considered to be a programme of excellence as it promotes new ways of learning, with a humanist basis, so that we can learn to live together and become citizens for a world that is constantly growing and changing, through the promotion of interactive, sustainable pedagogical practices, based on innovation, curricular articulation, sharing, communication, intercultural and intergenerational dialogue, promoting practices, skills and essential lifelong learning, to improve the quality of learning and educational success, as explained in the guiding documents of national and European educational policies. The main aim of this article is to support studies 2 and 3. Article 2 focuses on identifying/classifying the nature of the pedagogical practices promoted and competences developed through Erasmus+, using the qualitative research paradigm as a methodology, through exploratory-descriptive research, by content analysis, of a corpus of 12 articles, between 2017-2021, based on the analysis matrix convened by Paniagua and Istance (2018) and PASOE (2017). It was found that the main pedagogical practices identified within the framework of Erasmus+ are aligned with the concepts, aspects that enhance and inhibit pedagogical innovation presented in article 1, and are therefore practices included in the pedagogical innovation matrix (Paniagua & Istance, 2018), using pedagogies in which the student is the main actor, in the construction of dialogical, intercultural learning, through the promotion of dialogue, involvement, active participation, above all in terms of experiential, integrated and interdisciplinary learning, in line with national and international educational policies. Article 3 consists of identifying and characterising the nature and type of pedagogical practices suggested in the grouping's official documents, at secondary school level, relating to Erasmus+ and the discourses of the people interviewed. The methodology selected as a research strategy is based on a case study, prioritising documentary research and in-depth interviews. From the results obtained, it can be said that the Erasmus+ programme promotes: (1) essentially interactive pedagogical practices, namely Multiliteracies and Discussion, Experiential Learning, Integrated Learning, Blended Learning and Gamification; (2) personal skills in information and communication, languages and text, critical and creative thinking, aesthetic and artistic sensitivity and (3) unique, experimental, personalised, generative learning of various kinds (programming, robotics, digital training). It can be evaluated as a programme of excellence, very positive, innovative, encouraging, being characterised as a successful programme, ‘at the forefront (...) a sun illuminating minds or a window to the world’, because it creates innovative scenarios and reflective learning environments, intercultural dialogue, interpersonal relationships, active and participatory enrichment, involvement, student mobility and professional development, through problem solving, promoting active, civic and European citizenship to achieve higher quality learning.
Pedagogical innovation has posed major challenges over the generations and continues to be a topic of interest, relevance and global debate. In the times we are living in, situations of extreme complexity stand out, especially when we equate issues of a diverse nature and scope such as ‘The anxious generation’ (Haidt, 2024), ‘The age of artificial intelligence and our human future’ (Kissinger et al., 2021), ‘Big data & Analytics’ (CôrteReal, 2022), fake news in ‘The hate machine’ (Campos Mello, 2021), ‘Migration and Globalisation’ (Tomiko Ribeiro Aizawa, 2020), ‘Climate change. What we know and what we don't know’ (Curry, 2019), “The school we have and the school we want” (Lima, 2017). The intensity and accelerated way of living in new societies generates in us predispositions and feelings of insecurity and a fierce desire for attention and ‘doing things’ (Han, 2014, p. 42).We have entered a world of fragile, fluctuating, momentary relationships (Bauman, 2003b). We need to ‘Reimagine our futures together’ (United Nations Educational, Scientific and Cultural Organisation [UNESCO], 2021), weaving dialectical, interactive networks of connection capable of generating ‘communities of similarity’ (Bauman, 2003b, p. 53), inscribed in healthy lifestyles and well-being. At the centre is the idea of a better world through authentic education (Azevedo, 2011, p. 134) and the total development of the person. Human learning ‘implies a web of necessary relationships with other human beings’ (Savater, 2006, p. 32) and activating the principle of educability (Law nº. 46/86, 1986b), as an ‘effective moulding of the human being’ (Savater, 2006, p. 36), ‘Ensuring the development of the human being’ (Savater, 2006, p. 36). 36), ‘Ensuring the development of reasoning, reflection and scientific curiosity and the deepening of the fundamental elements of a humanistic, artistic, scientific and technical culture’ (LAW Nº. 46/86, 1986b), presupposes ‘a shared vision of the public purposes of education’ (UNESCO, 2021, p. 6) and the endeavour to ‘work together to create shared and interdependent futures’ (UNESCO, 2021, p. 6). In this logic, ‘Schools must be protected educational spaces, as they support inclusion, equity and individual and collective wellbeing’ (UNESCO, 2021, p. 6), a circumstance that highlights the need for a more holistic approach to education a social commitment to School for ALL (...) learning has become a social priority, not only to equip students with knowledge, skills, attitudes and values that are globally recognised, but also to promote their well-being in a society that is constantly changing and that does not always create the conditions to promote inclusive, equitable and quality education (...) innovation measures are distributed across the pedagogical, curricular and organisational dimensions, with more weight given to the latter two (Pacheco, 2019, pp. 91, 99, 101). The improvement and quality of teaching and learning processes raises the question every day of how important and challenging the role of pedagogical innovation is in promoting a humanistic, inclusive education at the service of full human development. ‘Educating in the 21st century requires the realisation that it is essential to be able to adapt to new contexts and new structures, mobilising skills, but also being prepared to update knowledge and perform new functions (Profile of Students Leaving Compulsory Education [PASEO], 2017, p. 13). It is the school's mission to develop knowledge, skills, attitudes and talents, as explained in the PASEO, in order to equip each person, each pupil, to ‘critically analyse and question reality, evaluate and select information, formulate hypotheses and make decisions in their daily lives’ (PASEO, 2017, p. 16). This is the purpose of this research, which leads us to question the concept(s), perceptions, characteristics and practices of pedagogical innovation, when considered in the light of the Erasmus+ Programme, in a school grouping located in the north of Portugal and, in particular, with regard to greater student motivation to learn more and better. The pedagogical innovation carried out through PE+ has indelibly demonstrated over the years how much it favours people-centred learning processes, observing the principles of interculturality, diversity, involvement, collegiality, exchange, contextualisation and articulation. In this assumption, the practice of plural pedagogical approaches, of an interactive and participatory nature, involves and implicates the educational community (e.g. families, teachers and non-teachers, organisations). The vision that underpins it makes the student the protagonist of their learning process and gives them the chance to xiii generate structured life projects aimed at active, intercultural, civic and European citizenship. The practice of pedagogical innovation within the scope of the Erasmus+ Programme, especially with regard to secondary education, is still in need of further scientific and empirical research, a circumstance that justifies our choice and object of investigation. With this in mind, the only way to contribute to a better identification, characterisation and understanding of teaching and learning processes is to provide knowledge about pedagogical innovation practices in the light of Erasmus+, expressed in a descriptive and interpretative discourse of specific situations, using the data collection and analysis techniques we have chosen-documentary research and analysis and interviews. The investigative, pragmatic and instrumental approach is based on three integrated studies, in article format, focussing on pedagogical innovation practices through Erasmus+ in secondary education. Article 1 consists of a systematic scoping review, applying the Arksey and O'Malley (2005) analysis model, by reading and critically analysing 11 articles on pedagogical innovation associated with the Erasmus+ Programme, with the aim of identifying the main concepts, challenges and aspects that enhance and inhibit pedagogical innovation practices between 2017 and 2021. The Erasmus+ programme is considered to be a programme of excellence as it promotes new ways of learning, with a humanist basis, so that we can learn to live together and become citizens for a world that is constantly growing and changing, through the promotion of interactive, sustainable pedagogical practices, based on innovation, curricular articulation, sharing, communication, intercultural and intergenerational dialogue, promoting practices, skills and essential lifelong learning, to improve the quality of learning and educational success, as explained in the guiding documents of national and European educational policies. The main aim of this article is to support studies 2 and 3. Article 2 focuses on identifying/classifying the nature of the pedagogical practices promoted and competences developed through Erasmus+, using the qualitative research paradigm as a methodology, through exploratory-descriptive research, by content analysis, of a corpus of 12 articles, between 2017-2021, based on the analysis matrix convened by Paniagua and Istance (2018) and PASOE (2017). It was found that the main pedagogical practices identified within the framework of Erasmus+ are aligned with the concepts, aspects that enhance and inhibit pedagogical innovation presented in article 1, and are therefore practices included in the pedagogical innovation matrix (Paniagua & Istance, 2018), using pedagogies in which the student is the main actor, in the construction of dialogical, intercultural learning, through the promotion of dialogue, involvement, active participation, above all in terms of experiential, integrated and interdisciplinary learning, in line with national and international educational policies. Article 3 consists of identifying and characterising the nature and type of pedagogical practices suggested in the grouping's official documents, at secondary school level, relating to Erasmus+ and the discourses of the people interviewed. The methodology selected as a research strategy is based on a case study, prioritising documentary research and in-depth interviews. From the results obtained, it can be said that the Erasmus+ programme promotes: (1) essentially interactive pedagogical practices, namely Multiliteracies and Discussion, Experiential Learning, Integrated Learning, Blended Learning and Gamification; (2) personal skills in information and communication, languages and text, critical and creative thinking, aesthetic and artistic sensitivity and (3) unique, experimental, personalised, generative learning of various kinds (programming, robotics, digital training). It can be evaluated as a programme of excellence, very positive, innovative, encouraging, being characterised as a successful programme, ‘at the forefront (...) a sun illuminating minds or a window to the world’, because it creates innovative scenarios and reflective learning environments, intercultural dialogue, interpersonal relationships, active and participatory enrichment, involvement, student mobility and professional development, through problem solving, promoting active, civic and European citizenship to achieve higher quality learning.
Description
Keywords
Inovação pedagógica Práticas pedagógicas Aprendizagens Competências Erasmus+ Lideranças Pedagogical innovation Pedagogical practices Learning Competences Leaderships