Emerging school-pedagogical scenarios: Conceptual and practical problems of innovation

Abstract

The purpose of this article is to show the relevance of the relationship between the emerging scenario and innovation. The characterization of an emerging scenario is an important condition to show innovation tasks. The teacher, as one of the protagonists of the educational action, think about his pedagogical work depending on the possibilities of student participation in a scenario that modifies relationships and demands a rethinking of didactics. From a historical perspective, it is possible to carry out a study on how emerging scenarios were configured and how they gave rise to innovation. In Mexico, as in other parts of the world, the Covid-19 pandemic led to an emerging school scenario, highlighting the use of TIC to maintain school life that was no longer in the classroom, but in the home. This inevitably raised new tasks that move from traditional work to pedagogical innovation.