UNDER THE AUSPICES OF INNOVATION
THE REFLEXES OF INOVATION IN EDUCATIONAL POLICIES IN ELEMENTARY SCHOOL
Abstract
The article conceptually approximates educational policies to notions of innovation, confronting these precepts with elements considered innovative, based on perceptions from two professionals responsible for two Brazilian schools of elementary education. It presents concepts and constructions based on Apple (2002), Imbernón (2011), Lima (2012), and Veiga (2003) about innovation, Political-Pedagogical Project and technical control, regarding them within the assumptions of educational policies. The article analyzes data collected from interviews with management teams of the two schools, analyzing them qualitatively according to extracts produced by NVivo software. As a result, it shows the fragility of the innovative positions in the researched school contexts, signaling the need to advance from a political-pedagogical understanding of the processes of innovation.
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