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Abstract(s)
Neste artigo fazemos uma revisão da literatura sobre a temática da inovação em educação, associada ao Programa Erasmus+, a partir da leitura e análise crítica de onze artigos, por aplicação do modelo de análise Arksey e O’Malley (2005). É nosso objetivo identificar e caracterizar conceitos, desafios e aspetos potenciadores e inibidores das práticas de inovação pedagógica entre 2017 e 2021. A motivação que lhe subjaz inscreve-se no quadro do projeto de investigação de doutoramento em Ciências da Educação. Com esta intenção, a questão que nos move é: como é entendida e definida a inovação pedagógica no quadro do Erasmus+? Vivemos na era da informação e do conhecimento, onde imperam princípios de criatividade, empreendedorismo e inovação. Contudo, o debate mundial continua a incidir sobre a qualidade da educação e de como a inovação em educação pode gerar aprendizagens generativas. No presente estudo, privilegiamos o Programa Erasmus+ enquanto iniciativa, com mais de vinte anos, a marcar indelevelmente um outro tempo em educação e a oportunidade crescente para promover o desenvolvimento pessoal e social.
In this article we review the literature on the subject of innovation in education, associated with the Erasmus+ Program, based on the reading and critical analysis of eleven articles, using Arksey and O’Malley’s (2005) analysis model. Our aim is to identify and characterize the concepts, challenges and aspects that enhance and inhibit pedagogical innovation practices between 2017 and 2021. The motivation behind this is part of a doctoral research project in Education Sciences. With this in mind, the question that drives us is: How is pedagogical innovation understood and defined within the framework of Erasmus+? We live in the age of information and knowledge, where the principles of creativity, entrepreneurship and innovation prevail. However, the global debate continues to focus on the quality of education and how innovation in education can generate generative learning. In this study, we focus on the Erasmus+ Program as an initiative, more than twenty years old, that indelibly marks another era in education and the growing opportunity to promote personal and social development.
In this article we review the literature on the subject of innovation in education, associated with the Erasmus+ Program, based on the reading and critical analysis of eleven articles, using Arksey and O’Malley’s (2005) analysis model. Our aim is to identify and characterize the concepts, challenges and aspects that enhance and inhibit pedagogical innovation practices between 2017 and 2021. The motivation behind this is part of a doctoral research project in Education Sciences. With this in mind, the question that drives us is: How is pedagogical innovation understood and defined within the framework of Erasmus+? We live in the age of information and knowledge, where the principles of creativity, entrepreneurship and innovation prevail. However, the global debate continues to focus on the quality of education and how innovation in education can generate generative learning. In this study, we focus on the Erasmus+ Program as an initiative, more than twenty years old, that indelibly marks another era in education and the growing opportunity to promote personal and social development.
Description
Keywords
Programa Erasmus Inovação pedagógica Aprendizagem interativa Mudança Erasmus program Pedagogical innovation Interactive learning Change