THE PEDAGOGICAL PRACTICE OF TEACHERS AT EEM NAZARÉ GUERRA ITATIRA, CEARÁ, BRAZIL, AS A PREMISE OF PEDAGOGICAL INNOVATION IN THE EDUCATIONAL PROCESS

Abstract

This article communicates the results of an investigation into the pedagogical practice of teachers at EEM Nazaré Guerra, Itatira, Ceará, Brazil, as a premise of Pedagogical Innovation in the educational process. The objective was to understand the teaching practice and the main challenges faced in the New Secondary School (NEM) in the light of the guiding principles of the educational process. For this, a case study was carried out via a questionnaire applied to a sample of 15 high school teachers. The results showed that the investigated practice shows signs of pedagogical innovation. The teachers revealed that they carry out transforming practices, considering the insertion of reflective discussions, reports and experiences around the pedagogical work. It is concluded that from the new practices of pedagogical innovation on the part of these educators, distances that have been dragging on for decades in teaching activities can be broken or at least minimized, especially when anchored in traditional teaching methodologies.