CURRICULAR CONTRASTS OF MASTER’S DEGREE COURSES IN EDUCATION IN BRAZIL AND PORTUGAL: : PEDAGOGICAL INNOVATION ON THE AGENDA
The paper addresses pedagogical innovation in the curriculum of training courses for educationprofessionals within the scope of the stricto sensu graduate program, particularly the Professional Master’s Degree in Education of Curriculum, Languages and Pedagogical Innovations Program of the Federal U...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal do Maranhão (UFMA) |
| Repositorio: | Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.periodicoseletronicos.ufma.br:article/22932 |
| Acesso em linha: | https://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/22932 |
| Access Level: | acceso abierto |
| Palavra-chave: | Currículo Innovación Pedagógica Maestría en Educación Inovação Pedagógica Mestrado em Educação Curriculum Pedagogical Innovation Master’s Degree in Education |
| Resumo: | The paper addresses pedagogical innovation in the curriculum of training courses for educationprofessionals within the scope of the stricto sensu graduate program, particularly the Professional Master’s Degree in Education of Curriculum, Languages and Pedagogical Innovations Program of the Federal University of Bahia, and the Master’s Degree in Education with a specialty in Educational Innovation of the Institute of Education of the University of Lisbon. It presents the results of a study methodologically outlined by Contrastive Research, traced by a bricolage of multi-referential approach, which in its first phase, aimed at understanding contrasts of pedagogical innovation, as expressed by the proposals of these courses, with documentary analysis as support. The results highlighted are: 1. approximation of innovation concepts expressed by pedagogical proposals and linked to the training aimed at by the courses; 2. distance between the curriculardesigns; 3. similarities regarding prospection of its social impacts in contrast to spacing of horizons of intervention. The study also highlights that in view of their specificities, both programs are concerned with supporting the production of knowledge on and within the paths of creation of innovative proposals in educational spaces themselves, e.g., on pedagogical innovations in their instituting dimensions. |
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