INNOVATIVE PEDAGOGICAL PRACTICES IN THE CONTEXT OF PUBLIC SCHOOLS

Abstract

This article critically analyzes innovative pedagogical practices within the Brazilian public-school context, interweaving theoretical foundations, curricular policies, and didactic-methodological experiences oriented toward equity, quality, and student participation. It starts from the understanding that innovation is not limited to the introduction of technologies, but entails transforming teaching–learning relationships, school culture, and assessment processes. Drawing on references such as Freire, Vygotsky, Papert, Hattie, Darling-Hammond, Fullan, Perrenoud, and national and multilateral authors, it discusses the centrality of active methodologies, the competency-based curriculum outlined by the BNCC, and digital culture for the development of meaningful learning. It argues that, to be sustainable in public schools, innovation requires ongoing teacher professional development, collaborative pedagogical leadership, formative assessment, and support policies that address structural inequalities. Finally, it proposes action guidelines that integrate humanizing principles, research evidence, and contextualized technological mediation. (FREIRE, 1996; VYGOTSKY, 1991; PAPERT, 1980; HATTIE, 2009; DARLING-HAMMOND, 2010; FULLAN, 2007; PERRENOUD, 2000; BRASIL, 2017).