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Inovação pedagógica e educação empreendedora: um modelo de intervenção com docentes e estudantes do ensino superior articulado com desafios da comunidade
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A inovação pedagógica no ensino superior tem vindo a assumir um papel central na reconfiguração dos processos de ensino-aprendizagem, especialmente quando articulada com a educação para o empreendedorismo e a aproximação ao mundo real. Autores como Gibb (2005), Fayolle e Gailly (2008), Bacigalupo et al. (2016), têm defendido modelos formativos que privilegiem a ação, a colaboração com a comunidade e o desenvolvimento de competências transversais. Este artigo apresenta um modelo de intervenção desenvolvido no Instituto Politécnico de Coimbra (IPC) e partilhado com outros 12 Politécnicos, entre 2021 e 2023, envolvendo docentes e estudantes em experiências de formação orientadas para a resolução de desafios concretos propostos por organizações sociais e empresariais. A intervenção decorreu em duas fases articuladas: primeiro, a capacitação teórico-prática de docentes em metodologias inovadores em processos de cocriação e trabalho com equipas interdisciplinares; depois, a aplicação dessas competências na facilitação de equipas mistas de estudantes, que cocriaram soluções em contexto real. A metodologia foi qualitativa, baseada na análise documental, na avaliação dos processos formativos e na recolha de perceções dos participantes. Os resultados apontam para a consolidação de práticas pedagógicas inovadoras, o reforço da ligação ao território e o desenvolvimento de competências empreendedoras nos estudantes. Conclui-se que modelos formativos assentes na integração entre ensino, prática e comunidade representam um caminho promissor para uma educação superior mais significativa e transformadora.
Pedagogical innovation in higher education has taken on a central role in reconfiguring teaching and learning processes, especially when aligned with entrepreneurship education and real-world engagement. Authors such as Gibb (2005), Fayolle and Gailly (2008), and Bacigalupo et al. (2016) advocate for educational models that prioritise action, community collaboration, and the development of transversal skills. This article presents an intervention model developed at the Polytechnic Institute of Coimbra (IPC) and extended to 12 other Portuguese polytechnic institutes between 2021 and 2023, involving lecturers and students in training experiences oriented towards solving concrete challenges proposed by social and business organisations. The intervention unfolded in two interlinked phases: first, the theoretical-practical training of lecturers in innovative co-creation methodologies and interdisciplinary teamwork; followed by the application of those competencies in facilitating mixed student teams that co-created solutions in real-life contexts. The methodology was qualitative, based on document analysis, training process evaluation, and participant perceptions. The results highlight the consolidation of innovative pedagogical practices, stronger territorial engagement, and the development of entrepreneurial competences among students. It is concluded that educational models based on the integration of teaching, practice, and community represent a promising pathway towards a more meaningful and transformative higher education.
Pedagogical innovation in higher education has taken on a central role in reconfiguring teaching and learning processes, especially when aligned with entrepreneurship education and real-world engagement. Authors such as Gibb (2005), Fayolle and Gailly (2008), and Bacigalupo et al. (2016) advocate for educational models that prioritise action, community collaboration, and the development of transversal skills. This article presents an intervention model developed at the Polytechnic Institute of Coimbra (IPC) and extended to 12 other Portuguese polytechnic institutes between 2021 and 2023, involving lecturers and students in training experiences oriented towards solving concrete challenges proposed by social and business organisations. The intervention unfolded in two interlinked phases: first, the theoretical-practical training of lecturers in innovative co-creation methodologies and interdisciplinary teamwork; followed by the application of those competencies in facilitating mixed student teams that co-created solutions in real-life contexts. The methodology was qualitative, based on document analysis, training process evaluation, and participant perceptions. The results highlight the consolidation of innovative pedagogical practices, stronger territorial engagement, and the development of entrepreneurial competences among students. It is concluded that educational models based on the integration of teaching, practice, and community represent a promising pathway towards a more meaningful and transformative higher education.
Descrição
Palavras-chave
Inovação pedagógica Educação empreendedora Ensino superior Formação docente Cocriação
Contexto Educativo
Citação
Editora
SkillsResearch
Licença CC
Sem licença CC