Inovação educacional disruptiva: a experiência da Catalunha como um caminho possível

Abstract

The aim of this study is to understand the disruptive process of innovation known as the Horitzó 2020 project, developed by the Jesuites Educació network of schools in Catalonia, and to ask how it could inspire the Rede Jesuíta de Educação (Jesuit Education Network) in Brazil. The Horitzó 2020 project was analysed in terms of its origin, conception, the strategies used, the level of participation and the involvement of the educational community, as well as its results. The literature review covers concepts of innovation, networks, school administration and the management of educational innovation. Interviews were conducted with nine members of the Jesuites Educació, including teachers, directors and parents, and with three directors of the Jesuit Education Network. Examination of the source documents and analysis of the interviews show clearly that the scope of the implemented innovation is based on the three pillars of a newly designed curriculum, teacher training and the renovation of architectural structures. Documentary analysis reveals the differences which characterize this project as innovative for a network of schools. The network plays a strategic role by acting as an ecosystem which promotes and sustains innovation. As a result, a series of actions are suggested for the Jesuit Education Network in Brazil to strengthen itself and explore its strategic potential, overcoming its fragmentation in order to introduce innovation. The experience of the Jesuites Educació opens ample opportunities for learning within and between networks, for sharing resources, teacher training policies and exchange programs.