Transformative learning as a reflection of social innovation education: A theoretical-empirical framework

Abstract

The literature suggests that social innovation in education can generate transformative learning. This article examines the curriculum and practices of a Brazilian school, building upon the framework proposed by the authors in 2023. A case study, documentary research, non-participant observation and semi-structured interviews were conducted and thematically analysed using content analysis. The results demonstrate a model of education that fosters autonomy and contributes to participants’ emancipation. Inspired by the work of Paulo Freire, this qualitative exploratory study concludes by suggesting future studies, such as a contextual comparative analysis of the resistance of actors involved in innovation. It provides insights to improve practices and develop new models of educational management, putting forward a vision of education that is autonomous and contributes to the emancipation of those involved in citizenship and social roles. This benefits both management and education researchers, as well as the actors within the educational system itself.