PEDAGOGICAL INNOVATION UNDER CONDITIONS: INSTITUTIONAL LIMITS AND POSSIBILITIES OF TEAM-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION
DOI:
https://doi.org/10.66104/0bmz3e90Keywords:
Pedagogical innovation; Team-based learning; Professional and technological education; Institutional conditions; Pedagogical mediation.Abstract
The diffusion of active learning methodologies in Professional, Scientific, and Technological Education (PSTE) has often been associated with pedagogical innovation, with Team-Based Learning (TBL) highlighted as a strategy to enhance student engagement and collaborative learning. However, studies focusing on its outcomes tend to overlook the institutional conditions that influence its implementation. This study examines these conditions in the context of PSTE, focusing on the structural factors that shape pedagogical practices. It is a qualitative study, guided by a critical-interpretive approach, conducted at the Federal Institute of Ceará (IFCE), based on semi-structured interviews with teachers from Electrotechnics technical courses, analyzed through the Collective Subject Discourse (CSD) method. The findings show that TBL operates as a practice under tension, whose effectiveness depends on factors such as infrastructure, organization of teaching work, institutional culture, and continuing teacher education policies, becoming occasional and difficult to sustain when such conditions are absent. The study argues that pedagogical innovation should not be understood as the simple adoption of active methodologies, but as a process conditioned by institutional dynamics that shape teaching practices in PSTE.
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