Pedagogical innovation: suspicion due to the installation of a discourse in the pedagogical work of teachers (1980-2020)

Abstract

In recent decades, the work of Bogotá public school teachers has been conquered by the irruption of the rhetoric of pedagogical innovation. This incursion has become naturalized in the pedagogical practices of teachers, to such an extent that it is inconceivable to think of their absence from pedagogical work, establishing itself as a "truth policy" to guide their modes of action in the classroom, their behaviors and ways of understanding teaching, school, pedagogy and the teacher. The "naturalization" of this way of proceeding, seeing, doing and thinking constitutes a field for suspicion, exploration and investigation, insofar as it allows one to question how this discourse was constituted in a truth and under what conditions it was legitimized as a practice of pedagogical functioning.

This is how the "Maestros en Colectivo" network focused on studying, from a documentary perspective, the way in which pedagogical innovation was installed as a discourse and as a practice to guide the pedagogical work of teachers, its mode of operation, its thought and its teaching, between 1980 and 2020. With this investigative exercise,

an attempt is made to describe and investigate in the archive of the time, the conditions of existence that made it possible for pedagogical innovation to be installed as a truth policy in the Bogota public school, guiding the pedagogical work and their constitution as teachers.

Preliminarily it was found that pedagogical innovation has been taking shape naturally in the pedagogical practices of teachers, regulating the task, without questioning its existence and consolidation. As an initial conclusion, the problematization of pedagogical innovation allows progress in the distortion of a discourse and a practice that today is configured in a regulatory device for the teacher's work.