Focusing on innovation, I observe that the current basic education of the 21st century focused on "educational reform" is based on two main pillars, according to innovators!: Learning to learn and learning to live together.
reflections-on-educational-innovationsBut if we wanted to understand its true essence that these pillars of education justify as feasible, it would be necessary to analyze the dynamics of the new capitalism, who affirms that its objective is the construction of a more just society, which leaves me much to be desired in particular.
Having said the above, these "INNOVATIVE" pillars are the basis of important transformations in basic education, which affect both the curricular content, training and teacher performance as well as the institutional organization of school activity. For this, a pedagogical perspective based on the objective of overcoming the social determinism of learning outcomes is postulated, which dominates basic education in our region.
The new innovations currently underway in Latin America are based on an educational reform, with a great origin, scope and depth “The active promotion of the model –global education reform by international financial and technical organizations led to its adoption by governments. of the region and inevitably multiplied in national variants ”(Coraggio and Torres, 1999; Bonal, 2002, Wells et al. 1998).
I would like to begin this presentation with some preliminary considerations of my own vision that seem important to me to understand the subject of new innovations implemented for educational quality
The first consideration
It refers to the state of dissatisfaction with the educational offer available that can be seen in almost everyone. To put it in a nutshell, it seems like no one is happy with their educational system and everyone is looking to change it. I understand that this dissatisfaction is directly related to the new innovations and intense changes that are being implemented in education.
As teachers we must understand that today's educational challenges are different from those of the past, and both the role and place of education have changed. Opening ourselves to these opinions or rather affirmations would help us to understand the nature of the phenomena that we have to experience (different, new, strange), both those that are related to the dissatisfaction that most teachers have and those that can indicate new good tendencies to humanity and valid alternatives to successfully face those challenges.
The second consideration
It refers to the impact of this change of context on pedagogical knowledge. Beyond the explanations about the causes of this phenomenon, the fact is that education must face new and complex challenges within the framework of a context of significant weakness of our theoretical, technical and scientific paradigms. For this reason, the teacher must consciously assume that their professional practices must be developed within the framework of theories that they have about the same phenomena, and accept that there are explanations and applications as opposite as those that exist in current education.
In my opinion…
The explanations about these current difficulties are diverse and many of them are quite well known and traditional: corporatism of the internal actors of the system, traditionalism, resistance to innovations on the part of the teacher, etc. This type of behavior reflects me and explains part of the problem, it seems important to highlight the presence of a series of new factors, linked to the structural tendencies of this «new capitalism».
Regarding who we teach, some recent studies confirm that we are far from a homogeneous body from the point of view of its professional culture. Therefore, it must be understood that the teaching sector is made up of people who differ significantly with respect to their socioeconomic status, values, social representations and opinions about key aspects of their performance, so that some of us can easily open ourselves to new possibilities of innovation, but others will prefer to stagnate and continue with the everyday.
Si ponemos nuestra mirada como innovadores, como aquellos docentes, exitosos en su tarea de lograr que todos aprendan y que lo hagan con altos niveles de calidad, encontraremos una serie de características que provienen de la dimensión subjetiva de nuestro actuar. En este punto, solo quiero aludir a la necesidad que tenemos de explorar algunas nuevas líneas de acción, propias de cada uno como maestros con metodologías de aprendizaje personales.
I conclude by mentioning that a good innovation in our work should be our own pedagogy, which I think should be effective to overcome the conditions of adversity in the current era, one based on the trust that educators give their students, focused on strengthening the ability of students to know themselves and define their life projects with aptitude and a positive attitude.
The masters in innovation
"By compromising their knowledge, beliefs, skills, they must act and build the changes, in their own practice, in a specific context that is that of their work."
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