Innovations are understood as "planned changes with the purpose of improving existing practices or radically transforming the orientation of a process", as a "real solution alternative", as "the possibility of directly influencing school reality by promoting and implementing experiences".
educational-innovations-scenarios-and-discourses-in-colombiaPresented between 1989 and 1999, within the characteristic of proposals for school change and transformation.
In other words, the questions (about the how and why of the school) are involved. In the same way, the idea of innovation appears associated with having to be the same, which means a question about its future or, at least, about the visualization of its contemporaneity.
There are different ways of understanding the term innovation, some determine it as something that has not been done. For some they are new components that are introduced in the field of education, the most common concepts are:
- Creation of elements or designs external to school dynamics. Staging of an educational environment and / or a school proposal. Modernization of the school.
The stages:
Within the eighties, various scenarios appeared in the country to debate, propose and implement ideas and projects in 1977 in development of the research program in education, the first meetings of innovations in education were held.
The speeches:
Within the texts, they are found to be diverse tones of systematicity, developed from various experiences, theories and various events. The contributions have had to do mainly with partial readings and with the creation of scenarios to socialize innovative experiences.
Innovations are understood as "planned changes with the purpose of improving existing practices or radically transforming the orientation of a process", as a "real solution alternative", as "the possibility of directly influencing school reality by promoting and implementing experiences".
At the time it was used as the measure in which not only a balance of the theoretical advances was presented, but also the possibility of providing an ideological political nuance to the reflection was visualized.
Innovation at this point appears as part of the school apparatus, whose function is to strengthen and revitalize said apparatus, while the pedagogical alternatives are located from the theory of resistance and conflict.
Innovation as a pedagogical model
According to the orientation of the innovation, several senses can also be identified. For example:
"In recent years, the demands for innovation have acquired a different meaning, within the framework of the new challenges faced by education in the face of changes in the organization of work, in political life and in culture."
The teacher works within the school system, they place the obstacle that contains the changes that are considered necessary.
Some apply it without experience in the field of pedagogical training of teachers, with the presupposition of the need to train them in the sense of providing them with sufficient knowledge so that the results of the research can reach an execution phase in the classroom or the school institution, for which the teacher would render his services.
