Educational innovation from the perspective of the elementary schools of the Federal District
Educational Innovation; Pedagogical Innovation; Neoliberal Subjectivity; Digital Technologies; Humanities.
The theme of innovation has become increasingly prominent in educational discourses, shaping narratives that emphasize the need for change and reform within school systems to meet contemporary societal demands and provide students with more qualified learning opportunities. In this context, innovation is often associated with digital technologies and active methodologies, which are frequently reduced to technological resources. Although not the only possible perspective, this understanding of innovation has become dominant within a neoliberal framework that aligns with the competencies required by today’s labor market. This research acknowledges the urgency of examining the relationship between innovation and education, guided by the central question: How is pedagogical/educational innovation understood and developed in public elementary schools in the Federal District of Brazil? Methodologically, grounded in philosophical hermeneutics as a lens for investigation and interpretation, a questionnaire will be administered to the 308 Elementary Schools of the Federal District. This choice is justified by the notable centrality that innovation has recently acquired in local educational policies and agendas. The study aims to contribute to a deeper understanding of the topic, offering not only a survey of the participating schools but also new meanings and perspectives on innovative processes anchored in student emancipation and social transformation