Resumo

VALDES, René; GARRIDO, Carmen Gloria  e  OLIVARES, Cecilia. Reimagining Pedagogical Innovation in Vulnerable Contexts: Meanings, Obstacles, and Horizons for Action. Acta Educ. [online]. 2025, vol.47, e70951.  Epub 01-Jul-2025. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v47i1.70951.

ABSTRACT. Innovative practices within the classroom have become a mandate for educational systems. However, critical local issues, needs, and opportunities persist, affecting a consensus on both theoretical and practical aspects of their development. The aim of this study was to critically discuss the conceptualization of pedagogical school innovation in vulnerable school contexts. From a qualitative research perspective and through a case study, five focus groups were conducted with 50 teachers from two Chilean schools with a high level of school vulnerability. Data were analyzed using the semantic content analysis technique. The primary results reveal: (1) heterogeneous approaches to understanding innovation in the classroom (such as adaptation, change, and novelty), (2) local barriers hindering its development (including lack of time, absence of definitional consensus, and student characteristics), and (3) opportunities to overcome these barriers, such as attitude change, resource availability, and teamwork. The pedagogical implications of perceiving vulnerable students as a barrier to innovation are critically discussed, along with the challenges for school teachers and teacher training.

Palavras-chave : educational innovation; pedagogical research; poverty; Chile.

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