Unfreeze the pedagogies: introduction of a new innovative measure in Portugal

Abstract

Calibrating the right developmental approach when introducing a new innovative intervention is a complex task for governments, and schools alike. The new Projeto-Piloto de Inovação Pedagógica off ers six schools an opportunity to break most of the rules in order to unfreeze pedagogical and curricular traditions and open the "black box" classrooms. The paper examines what this intervention means for the Ministry and for the schools involved and refl ects on its prospected outcomes.Key words: innovative intervention; school change; pilot project * Article done under the project funded by the European Union's Horizon 2020 research and innovation programme under the MarieSkłodowska-Curie grant agreement number 676452 ** Marie-Skłodowska Curie Early Stage Researcher at ELTE in Budapest (Hungary) and at the Institute of Education in Lisbon (Portugal). Her research project covers teacher learning in innovative learning environments as she attempts to understand how education can serve social change and development. Prior to joining the Marie Curie family, Helena was a consultant at the Technopolis group in Brighton (UK), where she experienced working in a dynamic setting that deals with commercial evidence-based research. Before that, she was a trainee at the European Commission's DG Education and Culture. In addition, Helena has years of experience in facilitating non-formal educational trainings in the fi eld of youth across the Balkans. She obtained her master degree through Erasmus Mundus Lifelong Learning: Policy and Management programme, in Copenhagen (Denmark) and Bilbao (Spain). E-mail: helena.kovacs@ppk.elte.hu *** Assistant Professor at the Institute of Education, University of Lisbon, with experience in the development of both graduate and undergraduate courses, as well as an active researcher in the areas of teacher education, competence-based learning assessment and group work collaboration in online environments. He is a member of the Education Research and Development Unit, and a collaborator at the Distance Education Laboratory. He earned his Ph.D. in Science Education from the University of Texas at Austin in 2004. E-mail: ltinoca@ie.ulisboa.ptRevista Tempos e Espaços em Educação, São Cristóvão, Sergipe, Brasil, v. 10, n. 23, p. 73-86, set./dez. 2017. http://dx.doi.org/10.20952/revtee.v10i23.7446 | ISSN: 1983 2358-1425. UNFREEZE THE PEDAGOGIES 74 Descongelar a pedagogia: a introdução de novas medidas educativas em PortugalResumo Ajustar a abordagem de implementação ao introduzir intervenções inovadoras é uma tarefa complexa tanto para governos como para escolas. O novo Projeto-Piloto de Inovação Pedagógica oferece a seis escolas uma oportunidade de quebrar a maioria das regras instituídas, e descongelar tradições pedagógicas e curriculares para abrir a "caixa preta" que são as salas de aula. Este artigo examina o que essa intervenção significa para o Ministério e para as escolas envolvidas e reflete sobre os resultados esperados.Palavras chave: intervenção educativa; mudança da escola; project...

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