CONCEPTS OF LANGUAGE, CURRICULUM, AND PEDAGOGICAL INNOVATION: REFLECTIONS ON THE TEACHING OF PORTUGUESE IN BASIC EDUCATION

Abstract

This article aims to analyze innovative experiences in teaching Portuguese in basic education, focusing on teaching practices that challenge traditional models and promote significant transformations in the teaching-learning process. The qualitative research is based on content analysis and listening to teachers working in public schools, aiming to understand how they conceive and implement pedagogical innovation in their practices. The results showed that innovation goes beyond the adoption of technological resources, being related to the intentionality, autonomy, and ethical commitment of teachers to the critical training of students. Strategies such as interdisciplinary projects, working with discursive genres, and valuing students' experiences stood out. Despite the institutional challenges faced, teachers demonstrated the ability to reframe their practices and promote meaningful learning. The study contributes to the field of education by reinforcing the importance of continuing education, teacher appreciation, and the collective construction of pedagogical knowledge, while proposing new research agendas on innovation and teacher resistance.