INOVAÇÃO SOCIAL E APRENDIZAGEM: ASPECTOS BIBLIOMÉTRICOS E TEÓRICOS
DOI:
https://doi.org/10.31512/19819250.2024.25.01.169-187Palabras clave:
inovação social, aprendizagem, aprendizagem transformativa, educação.Resumen
O fenômeno da inovação social possui relação teórica com o campo da educação, principalmente com o tema aprendizagem. Este estudo apresenta essa congruência respaldada em uma seleção de artigos extraídos da base Web of Science, por meio de uma revisão sistemática da literatura realizada em duas fases: análise bibliométrica com suporte dos softwares CitNetExplorer (historiografia) e VOSViewer (mapeamento) e utilização do methodi ordinatio, método para filtragem por fator de impacto, ano e número de publicação; e análise dos artigos filtrados. Observamos na literatura que os fenômenos se conectam em várias modalidades, como aprendizagem de serviço, aprendizagem social e aprendizagem ao longo da vida, sendo o ápice a chamada aprendizagem transformativa, defendida principalmente por Jack Mezirow, Laurent Daloz, Robert Boyd e Paulo Freire. Nessa dinâmica, o contexto é determinante para que a inovação social consiga gerar esse tipo de aprendizagem. Este trabalho interessa a pesquisadores, a educadores e a gestores educacionais.
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