MODULE 12

EDUCATIONAL ACTION AS INNOVATIVE PRAXIS

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Introduction

Innovation is a requirement of current times, and in education it is not

we can distance ourselves from this situation; it has become a requirement, to such
We notice the legend "innovate or die" in many spaces which
makes us see the need to think, as creative beings, about the possibility of
be innovative.

We consider that innovation is a double-edged sword, as it responds to the

innovation by itself can lead to situations that in the not too distant future
some negative effects are reversed; but if we think carefully about the
implications, we will be able to warn and prevent its consequences.

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Given these considerations, it is necessary to ask what does it mean?
INNOVATE? The polysemy of the term leads us to review what has been written
in this regard and trying to build a meaning according to the intention that
we have when proposing this module.

We will be able to realize while working on it, that action, praxis, ethics,
politics and technology are necessarily involved in innovation and contribute to it.
meaning, a significance, a context, and a way to do it.

We can also notice that while innovating is to enhance and create, it does not happen
as something isolated or that arises from divine inspiration, but rather entails a process
of research to understand the conditions and the context in which it is intended
innovate; as well as a series of adequately planned actions to
attend to the needs that innovation responds to. Therefore, in this module
An innovative educational proposal is intended to be made, built with the
Criteria that will be developed during the module.

Object of reflection-action

The intervention proposal and its innovative potential

Axis problem

The processes of research and intervention: the path that leads to realization
of innovative practices in educational fields.

Purpose of process

The student will have the means to recognize and formulate innovations in
Experiences, proposals, and educational projects, in different spaces and levels,
as a practice that involves the subject, the context, the institutions and the
own methodologies of research and educational intervention, allowing
with this, the generation of educational proposals oriented towards innovation.

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Introduction and welcome activity to the module

We warmly welcome you to the work of this module and

We look forward to your valuable participation in this space. Module 12 closes the
second phase of training in the degree, which corresponds to the Phase of
Problematization started in module 5, which means that you are about to
complete the third year of the LEIP. With the program of this module we intend to
contribute other elements that assist in the preparation of a proposal
intervention with innovative characteristics, to guide you towards the process
of the degree that will begin in the Professional Training Phase, the last year of
the race. For this reason, we invite you to maintain a committed attitude,
creative and willing to learn what is beneficial for this
project.

Talking about innovative action generates expectations in those who get involved.
this area, so we ask that you share yours. What do you expect
find in this module? What training needs do you think it would cover?
this module? Answer these questions before moving on in the reading and
keep them in a separate note, as they will help you to contrast with the
answers to the following questions.

With the intention of giving you an overview, we present the scheme.

The proposal for the training of module 12 shows, we ask you to analyze it.
and respond to the following questions: What are the purposes and the questions
Do the key responses meet the expectations you had set in the module? Did the
Does the course outline meet your initial expectations? Do you think that the
Does the program cover the training needs you mentioned earlier?
Do you think that what you have learned so far allows you to venture into the
innovation?

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Write a text in which you report on the comparison you made between your
expectations and the training proposal of module 12 and upload it to the forum of
welcome with the nomenclature (initiallastname_firstname_expectations.doc).

WELCOME FORUM

Once you have read and reviewed the introduction, we hope you share your
expectations of this module, that you ask the questions that arise from the reading
and you comment on what your group mates contribute.

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 UNIT 1. THE EXPERIENCE OF INNOVATING
The current world is marked by a series of evident changes.
dizzying, that lead us to familiarize ourselves with terms such as innovation,
research, technology, creativity and invention. These processes have contributed
to modify daily life since man appeared on the planet; but in
the current times, these processes become more significant as
they promote the speed of these changes without necessarily having
foreseen its scope.

In this unit we will approach those terms, as well as analyze their

implications and consequences; for like all human actions, it cannot be
turn off from these, so the action, in the professional fields, will have to
to be done in a planned, conscious, and consistent manner.

For this, it is necessary to position ourselves in the current times, which some authors

they call it postmodernity, others neoliberalism, some more, liquid times, and
others, globalization, according to the parameters they choose to characterize them; these
times marked by the exacerbation of capital worldwide and the advance of
the technology, which are not linked to the processes of the construction of being
human, as a thinking subject with the ability to decide about their own life,
without having to be subject to the market logic imposed by large capital.

It is also noted that the logic of marketing leads us to be consumers.

indebted and living in the uncertainty of vertigo, controlled by the
machines (computers) through encoded figures (barcodes) that
they allow or not access to information and common spaces or, if applicable,
lead to exclusion.

However, some traits of modernity still persist in our society.

and the liberalism that pursued ideals such as progress, order, and freedom of

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man, through a better quality of life, exercising total control over the
nature and the means of production.

The generations of yesteryear still cling to denying the changes that have
brought to market prominence in society and we persist in the old
practices that anchor us to the past.

In this unit we will be addressing the meaning of innovating in the educational field,
emphasizing the role of technology and the ethical implications it entails
innovative action.

Specific process purposes of the unit

• The student will identify the aspects that make innovation based on
diverse innovative experiences and will build the criteria to innovate
from the different theoretical approaches that support it.
• It will consider innovation as a process resulting from research.
and oriented towards intervention, which is intertwined with ethical values.
• He will assess the degree of importance that technology brings to education and
innovation, through concrete innovative experiences.

Key questions of the unit

• What gives an innovative character to an experience or to a project?

world of life?
• What is the role of research, intervention, and ethical values in
the innovation processes?
• What is the role of technology in innovation processes?

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Unit contents

1. Characteristics of innovation.
2. Research, intervention and its relationship with ethical values in the
innovation processes.
3. Technology and innovation processes.

Academic forum of unit 1: Let's recognize innovation

The purpose of forums is the exchange of ideas, the feedback on those that are
they expose the debate that arises when viewpoints are expressed
contradictory or when the tutor asks questions that promote it.

In this first forum of module 12, we will be debating about innovation and
its implications, since innovation is generally associated with the use of the
technology, which can be part of it, but is not the only parameter that
define an innovative experience or job. The very concept of innovation is
polysemous, it has been conceived differently according to the time, the context and the
area in which it develops.
We invite you to actively participate in this space.

Week 1. The meaning of innovating

Presentation

The term innovation has had different meanings depending on who uses it.
define, at what historical moment and from what theoretical approach it does. Us
we can realize that innovation occurs in any area that can
consider themselves human; for example, the case of ants that, although they have a
perfect organization for survival, it is the same one they have used since
they exist, while human beings in their history have changed the way of living,
about feeding, about transportation, about dressing, etc.

This week we will review some conceptions of innovation with which we ...
It implies that you build its meaning as you understand.

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the meaning of innovating, in what fields and circumstances it can be done and
what other aspects are involved in it.

Activity 1. An innovation for humanity

An invention that at the time revolutionized the field of communication, like it

it was the printing press, it has undergone different modifications that have led it to what it
this is happening today in large publishing companies and in printing in general.

a) Watch the video "History of Printing" at the following link:

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b) Once you have watched the video, comment in the academic forum of the unit:
Let's recognize the innovation regarding the possibilities that this invention opened up.

for humanity and the why.

c) Watch the video 'The Modern Printing Press' at the following link:

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d) After watching the previous video, reflect on the elements that

they survive from the initial invention of the printing press and the modern version that is presented;

identify the relationship between invention, creativity and innovation. Share

your reflections in the academic forum of unit 1: Let us recognize the
innovation and comment on the ideas of your groupmates.

Activity 2. Innovation, invention, and creativity

Some authors have been interested in investigating what it means to innovate and
its repercussions, there is a lot of bibliography on the subject; in this activity there have been

selected two texts that contribute to building an idea about innovation.

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a) Read the texts of:

• Moschen, Juan Carlos (2008). Basic concepts for analysis. In

Educational innovation. Ongoing decision and search. Buenos Aires:
Good. Pages 11 to 37.
• Castro Martínez, Elena and Fernández de Lucio, Ignacio (2013). How do you
innova? In the meaning of innovate. Madrid: CSIC, Catarata. Pp. 24 to 56.

b) Contrast the information from the texts about what it is and how it is done
innovation with the written reflection of activity one, in relation to the meaning
deinnovate, the characteristics of innovation, the areas in which it can be
but, the aspects that involve the act of innovating (mental processes) and the
context in which they are presented.

Guide your reflection with the following questions: what characterizes innovation?
What relationship exists between innovation, creativity, invention, and thinking?
What role does the social, economic, and political context play in the processes of
innovation?

c) With these ideas, write a piece titled: "What for me

means to innovate
Upload it to the academic forum of unit 1: Let's recognize innovation;
comment on your classmates' writings with the purpose of enriching them and
feed yours.

Activity 3. We can all innovate

Human beings create, invent, and innovate constantly, for which

that in this activity we will identify some experiences carried out by
different people, who without possessing the characteristics of Gutenberg, Einstein or
Da Vinci has proposed innovations that contribute to improving conditions
from its context, in a sense. To illustrate:

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a) Look for an innovation experience in the field of your choice on social media and
Upload the link to the academic forum of unit 1: Let's recognize innovation
(videos, texts, photographs, descriptions, etc.).

b) Write extensively, based on the text, the conception that

You elaborated and the videos of the previous activities, specify why what
presentation is an innovation. Take your writing to the Innovation Task Space
with the nomenclature (initialsfirstname lastname_argumentinnovation.doc), for
let the tutor present their comments.

Week 2. Innovating with Responsibility

Presentation

The human ability to create and transform the environment in

Those who live have had no limits, which has allowed for a better quality of life for
itself; however, not always have inventions and creations produced
benefits for human beings and the planet in general. For example, the case
of genetically modified foods, the use of pesticides and toxic substances in the
agriculture, the radiation from the technological devices that we use, which have
brought to a certain detriment to the Earth and human health. The list could be
huge, so this week we will analyze the ethical implications of the
research that leads to innovations in different fields and situations.

Activity 1. How Innovation Impacts

This activity leads to reflection on the situations in which they occur.

innovations, their scope and their risks.

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a) Observe part 6 and part 9 of the movie 'November,' from whose scenes
you will take elements for the discussion on the innovations expressed there and the
ethical issue that arises from these innovations.

In the next league:

• NOVEMBER (PART 6)
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• NOVEMBER (PART 9) (CLIMAX)
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b) With the guidance of the tutor, they will form teams of three people to create a wiki,
in which they develop the ways it affects (positively and negatively) the
involuntary audience that witnesses both scenes; How would they react if
Would they have to witness them, not knowing that they are performances? What questions?
What would you ask the actors if you had them in front of you? Among other questions.
that can motivate reflection.

Draft the writing in the spaceWiki: How innovation impacts.

c) Review the contributions of the other teams and comment on your reflections on them.
Academic forum of unit 1: Let us recognize innovation.

Activity 2. Innovation and ethics

Making innovations is not an aseptic matter, as every action involves

the perspective of the one doing it is implicit. The act of innovating is not free from it,
so in this activity we will be reviewing how the relationship is established between
ambas.

a) Observe and analyze the conference 'Ethics and Morality' by Víctor Peñuelas Cano, which
You can find it at the following link: [Link]

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b) Comment extensively in the academic forum of unit 1: Let's recognize
the innovation that this conference brings you regarding ethics and its
difference with morals.

c) Identify in the scenes of the movie 'November' some aspects that

they have to do with the ethical issue; reflect on how they are related
with the ethical and the moral; with these ideas, write a document that you will upload to the forum

academic of the unit 1: Let's recognize the innovation

(initialslastname_november.doc). Comment on at least two writings of
your companions.

Activity 3. Innovation, research, and intervention with ethics

Ethics is a matter that runs through the process of research or intervention that
leads us to propose innovations, whether in science or education. This
This activity presents the opportunity to think about that innovation relationship.

research-intervention-ethics and the challenges faced by those who engage in it

innovation.

a) Review the texts by Castro (2013) and Delorme (1985), and argue about the
relationship that exists between innovation, research, and intervention. Develop a
Write a one-page document (initialsname_surname_relationship.doc) and take it to the forum.

academic of unit 1: Let's recognize innovation.

• Castro Martínez, Elena and Fernández de Lucio, Ignacio (2013). How do you
innova? In the meaning of innovating. Madrid: CSIC, Catarata. Pp. 57 to 67.
• Delorme, Ch. (1985). The currents of innovation. In Animation
Pedagogical to action-research. Madrid: Narcea. Pp. 139 to 161.

b) Review the video The maternity subrogated in the league

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Analyze the scientific progress achieved and the ethical issues that arise.
in that type of research; comment on it in the academic forum of unit 1:
Let's acknowledge innovation, and contrast your viewpoints with those of your
companions.

c) Write about the decisions that are made in favor of or against the
scientific research and the ethical issues that are overlooked; it points out
also if the ends justify the means and recover what was worked on in the sections
previous. Include some examples that involve ethical issues in the field
educational; take your writing (initialslastname_ethics.doc) of at least three
sheets to the Space of Tasks: Ethical problems to receive the
tutor feedback.

Week 3. Innovation and technology in education

Technology and innovation are not synonyms; however, they are two very related concepts.

linked, given the expansion of technology in the different areas of

human activity (sciences, arts, education, etcetera).

We consider it advisable to make proper and conscious use of the

technology so that we can make innovations in the areas in which we
we find, as well as achieve a clear awareness of the ethical implications that
it entails its use.

This week we will address the relationship that exists between education,
innovation, technology, and ethical issues, which in modern times and
postmodernity arises, so that when proposing and developing innovations such as
education professionals, let us do it in a broad framework of reflection and
assessment of benefits and harms for humanity and the planet.

On the other hand, it is advisable that you review all the activities since the beginning of this.

week, since in the last one, you are asked to carry out a research project

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which requires time and dedication; it is possible that you can make some progress
actions, especially the search and observation of an innovative project in a
educational institution, through the networks, and go to visit and observe how it is done.

Activity 1. Technology and education

Technology has been a key element in the innovative processes that today in
days are constantly given, so when locating their relationship with education we
will lead to propose innovations in this area.

a) Read the text 'Educational model and technological resources' in which it addresses the
link between education and new technologies:

• Salinas, Perla (2010). Educational model and technological resources in:

Lozano, Armando and Burgos, José Vladimir Educational Technology, a model
distance education focused on the person. Mexico: Limusa. pp. 277
a 317.

b) Reflect on the implications that technology has on education, to

starting from the following questions: What are the new meanings that
are built in the technology era? What are the challenges they face?
how does education confront the knowledge era? How do you position yourself in your

training experience in this degree, regarding the use of technology,

according to the ideas presented in the text?

c) Write your reflections in two pages, bring them to the academic forum of the
unit 1 Let's recognize the innovation
(initialsfirstname lastname_technology.doc) and comment on the work of your
partners.

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Activity 2. The ethical issues of technology in education

Just as research and intervention are permeated by the

ethical factor, technology goes through the same filter. In the current era (neoliberal or
postmodern, as you saw in module 4), the imperative is often overlooked
ethical and we have witnessed the use of technology for purposes opposed to those
universal values such as life, habitat, planet conservation, etc.

In this activity, we will address this problem.

In search of ethical solutions to the problems of the

modernity, in: Bauman, Zygmunt (2005). Postmodern Ethics. Mexico: Siglo XXI.
pp. 247 to 253.

b) Reflect on the ethical issues that the use of

technology in the educational field in current times, from your point of view
and from what has been pointed out by the author. Prepare a text no longer than two pages.

c) Take your writing to the academic forum of unit 1: Let's recognize the
innovation(initialsfirstname.lastname_ethicsolutions.doc) and reflect on it
What did your colleagues develop in their jobs.

Activity 3. An innovative project using technology

Once you have reviewed the characteristics of innovation, ethics and the
technology, it will be viable for you to recognize innovations that are happening in our
environment, so this week we ask you to consider what you've learned to
carry out this activity.

a) Search the web and select an educational institution that stands out for
carry out an innovative project with your students or teachers; attend to
observe, as many times as necessary, how the project develops: carry out the
field records or diaries correspondingly, take photographs if possible.

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b) Research the characteristics of the topic addressed by the project and elaborate
A contextualization of the institution. Briefly describe the research.
what supports that project; according to what has been worked on in this unit, indicate the

innovative aspects that it contains and explains both the technological issues
such as the ethical implications it entails for the participants.

c) Prepare an academic report on the activity, with this material and take it to the
Task Space: Innovation and technology, with the nomenclature
initialnameslastname_innovationandtechnology.doc, where the tutor will make you
comments to improve your work.

To prepare the report, rely on the text by Ana Cecilia Valencia Aguirre,
Academic report

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Bibliography of Unit 1

• Akerman, Fernando (2011). The obtaining of stem cells creates

ethical and religious conflicts. [Video archive] Retrieved in August
from 2014, from: [Link]
• Bauman, Zygmunt (2005). In search of ethical solutions to the
problems of modernity, in: Postmodern Ethics. Mexico: Siglo XXI.
Pp. 247-253.
• Castro Martínez, Elena and Fernández de Lucio, Ignacio (2013). What
We know about? The meaning of innovating. Madrid: CSIC, Catarata. pp. 24
56 and 57 to 67.
• Delorme, Ch. (1985). From Pedagogical Animation to Research
Action. Madrid: Narcea. Pp 139-161.
• Noviembre
Spain. Part 6. Recovered in August of 2014
Part 9, retrieved from
The provided text is a URL and cannot be translated.
• Moschen, Juan Carlos (2005). Educational Innovation. Decision and
permanent search. Buenos Aires: Bonum. Pp. 11 to 37.
• Cano Handkerchief, Victor (n.d.). Ethics and Morals. [Conference]. Retrieved from
August 2014, from: [Link]
• S/f. (2011). The modern printing press. [Video archive] Retrieved from
August 2014, from: [Link]
• Salinas, Perla (2010). Educational model and technological resources, in:
Lozano, Armando and Burgos, José Vladimir. Educational technology, a
person-centered distance education model. Mexico: Limusa.
pp. 277 to 317.
• Autonomous University of Asunción (2010). History of printing.
[Video file] Retrieved in August 2014, from:
The provided text is a URL and does not contain translatable content.

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• Valencia Aguirre, Ana Cecilia (n.d.). Academic report. Commission of
degree. LIE: UPN-Guadalajara. Retrieved in July 2014 from:
Unable to access the content from the provided link.

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 UNIT 2. PRACTICE AND INNOVATION
Is praxis an obsolete concept due to its origin? How to speak of a reality
in which everything moves and innovates so rapidly based on a notion
What is praxis? Why revisit the idea of praxis when innovating? They are
proposals that we will be addressing and reflecting on in this unit, because
more than approaching these contents from an instrumental perspective, we will be
putting thought into motion to find the relationships that the
initial questions arise, since if praxis refers to movement, to
the awareness and the change, we will find a meaningful link with innovation
in the social and educational sphere, primarily; that is to say, where our
field of action as educators.

The context in which globalization has placed us is one of intense competition.

flexibility and changes, hence the development of innovative projects
constitutes a strategy that will favor a position in the labor field which
will allow to propose new ventures and forms of action, which may
give us prerogatives regarding other ways to make proposals for change and
regarding the skills of other subjects.

However, from the perspective of this bachelor's degree, these ways of proceeding
they will have a conscious orientation, with ethics and contextualized, as forms of
to practice.

Specific process purposes of the unit

• The student will recognize the differences between activity, practice, and praxis, as
a reference for analyzing other practices and one's own, in educational projects
innovators.

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• It will identify the praxis in some social and educational experiences, as well as
its ethical and political implications.
• It will analyze the feasibility of educational action and innovation as praxis for
develop innovative projects in the educational field as alternatives to the
dehumanizing conditions of globalization.

Key questions of the unit

• Can every practice be considered as praxis? Is innovation a

practice?
• What implications does it entail to carry out a practice with ethical and political character?
social?
• What is required for an educational practice or action to become praxis?

Contents of the unit

• Activity, practice, and praxis.

• Ethical and political implications of innovative praxis.
• Educational action as praxis.

Academic forum of unit 2: Praxis as innovation

Innovation is an action that is realized in practice, and when talking about

we will refer to praxis as an activity that involves certain commitment, ethics, and
values that enable innovations that benefit the subjects with whom
we work in the educational field.
This is the construction that will be accounted for throughout the forum.

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Week 4. The meaning of praxis

In these times, marked by changes, the rapidity and the

acceleration, innovation is presented as one of the "slogans" that everyone
we must accept and carry out, to be 'in tune' with these times, to
adapt to the conditions that are imposed on us and not to be excluded.

In these circumstances, there is no possibility to 'decelerate' to think about the

implications and consequences of the innovative actions that are carried out, and
much less, to deliberate on the purposes pursued by carrying them out,
in addition to the impact they will have on others and on our environment
(social and environmental).

To carry out actions that propose or modify a reality, it is required

that a real, objective or material practical activity is carried out on it, with
reference to certain purposes and the production of knowledge, which
Sánchez Vázquez (1980) calls praxis; the ways in which it presents itself
praxis is what will occupy us in this unit, with reference to the educational field;
but without losing sight of the context in which they can be deployed and the
conditions for innovation.

Activity 1. What is said about praxis

The word praxis is generally used to refer to any type of action.

in a work or academic space, without considering the connotations that
this implies. In activity 1 we will be reviewing the ways in which it is understood
the practice from different sources.

a) Research what praxis means for some authors, both in texts

printed like on the web; write the ideas found, indicating the source (of
according to the way of making the citations correctly) and takes the results to the
academic forum of unit 2: Praxis as innovation.

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Activity 2. What is praxis?

Now you will be able to find what Sánchez Vázquez says, an author who explains
the need to have praxis as a reference for thinking and acting in the
reality, as opposed to thinking of a subject from merely speculative grounds;
category that is rescued from Marxist thought.

a) To understand this perspective, read the following text:

• Sánchez Vázquez, Adolfo (1980). The Philosophy of Praxis. Part 2 Chapter I

IV. Mexico: Grijalbo. Pages 245 to 263 and 301 to 331.

b) Find the meaning that the author gives to praxis and the difference with the
activity and practice; it highlights the relationship between theory and praxis and the
Ways in which this occurs. Create a PowerPoint where you describe what comes to mind.
request and take it to the academic forum of unit 2: Praxis as innovation
(initialsnameLastname_praxis.doc), comment on the work of your colleagues.
Enhance your PowerPoint with the contributions received.

Activity 3. The praxis and its relationships

In this activity, you will have the opportunity to integrate the two previous activities.
rescuing the elements from both that will serve you to elaborate your writing.

a) Watch the video 'Testimonial fragments of a praxis I' at:

b) Write a text in a maximum of three pages, in which you argue why

the experience presented in the video is a practice and at what level or of what
type. Support your arguments based on the reading of Sánchez Vázquez and include your

Reflections on the first activity of this unit.

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c) Upload your text to the Task Space: Praxis and its relationships
(initialsfirstnamelastname_relationships.doc), for the tutor to make comments
convenient to your training process.

Week 5. Praxis, ethics, and politics

In the fourth week, we had the opportunity to read and review some resources that
they illustrated to us what it means to carry out praxis. This refers us to: movement,
action, reflection, awareness and transformation of a reality.

In this idea of guiding our steps towards the development of a proposal

innovative educational, the concept of policy will be added; you will ask yourself what
What is the relationship between politics and praxis?

What we will develop in this unit is the place that politics has in the
processes of change that have nothing to do with what we colloquially call
"politics", but we are located in a broad connotation as a possibility of
transform, politics as action, but also as potential, that by
supposedly, it operates within certain margins of responsibility that entails
every social practice, and in this sense, the ethical factor cannot be overlooked
that goes through this module.

Activity 1. An Ethical Experience

The execution of a practice does not occur smoothly and without obstacles, since
how it develops in a reality, in a context and with people, it has
implications, both for the one carrying it out and for those participating in
She. The performances of these people usually show support or resistance.
towards the changes caused by the actions that make up praxis.

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In this first activity, two texts are presented that make us reflect.
about the conditions under which certain practices take place, as is the case of
Paulo Freire, educator known for his political vision and the consistency with his way of
working in the educational field is considered an example of 'practical action'.

a) Read the texts:

• Freire, Paulo
13-15.
• Freire, Paulo (2009). First words, in: Pedagogy of Autonomy.
Necessary knowledge for educational practice. Mexico: Siglo XXI. Pp. 15-
21.

b) Reflect on the relationship between praxis and the ethical question that arises
find present in the experience indicated by Freire in Pedagogy of the
Esperanza takes elements from the text Pedagogy of Autonomy to elaborate
a two-page writing that addresses this relationship. Upload your writing to the forum.
academic of the unit 2: The practice how innovation
(initiallastname_experience.doc) and comment on your jobs
friends.

Activity 2. The political and the possible

The political as it is conceived in this module has nothing to do with parties.

politicians, rather we think of the political as a possibility to transform the
context in which a practice takes place.

One of the authors who presents this perspective is Hugo Zemelman.

this perspective from which we take a text with the idea of thinking about the
possibilities we have to transform the educational field.

a) Read the text:

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 • Zemelman, Hugo (2001). History and Rationality in Knowledge
social: From history to politics. The experience of Latin America.
Mexico: 21st Century. Pp. 27-39.

b) In the same text, underline what you find most relevant and note it down.
comments that arise from your reading.

c) Reflect on the idea about the political that the author presents, the possible and
its relationship with the political, the project as a possibility for change and

transformation; create a text of two pages with these reflections, making

the verbatim quote when necessary.

d) Take your writing to the academic forum of unit 2: Praxis as

innovation(initiallastname_reflections.doc) and comment on the
reflections from your peers.

Activity 3. Ethical-political praxis

To know some ventures that are carried out in different contexts,

allows us to identify the political praxis carried out by social groups that want
modify their living conditions to improve.

a) Watch the following video that reports on this situation: Women

building a good life, Civil Society of the Bees, Acteal.

b) Analyze the content of the video, emphasizing the project they are undertaking.
these indigenous women, indicates why it can be considered as a praxis
politics and ethics.

c) Create a narrative as if you are communicating to another person about

this project and takes as a reference the suggested points. For its preparation
lean on the following text:

26
 • Hunter and Kieran (1998). The Narrative Nature of Pedagogical Knowledge
about the contents. In: the narrative of pedagogical knowledge on the
Contents. Buenos Aires: Ammorrortu publishers. Pages 52 to 55.

d) Upload your narrative to the Tasks Space: Praxis, Ethics, and Politics
(initiallastnamepolitical_ethic.doc), for the tutor to provide feedback on your work.

Week 6. Educational action as praxis

Can an educational action be carried out as praxis? Now you will articulate what
you built in the fourth and fifth week on the meaning of praxis, of politics
and ethics. A reading is proposed that addresses the relationship between political action and
the educational practice and some educational experiences are presented that are
considered as praxis, with the intention that they be analyzed in light of the
learned about the topic.

As a final activity of the unit, you are asked to create an article for publication.
so we suggest that you carry out the two initial activities during the
first days, with the purpose of having enough time to prepare
carefully said article, with an academic and reasoned perspective. The
The article you prepare will be published as long as it meets the criteria.
relevant.

Activity 1. Educational praxis and political action

The praxis is made visible in the educational act as a political and ethical action, already
that it is established as a social phenomenon that, when planned
committedly enables the contribution of possible solutions to situations
that are presented as problems.

a) Read the following text:

27
 • Gutiérrez, Francisco (1985). Education as Explicit Political Action
and consent. In Education as political practice. Mexico: Siglo XXI. Pp. 17
a 71.

b) Create a collage in PowerPoint format that represents why the

education is politics and what relationship it has with praxis and ethics, from the
what Gutiérrez (1985) says.

c) Upload your collage to the academic forum of unit 2: Praxis as

innovation(initiallastname_collage.ppt), reflect on the productions
from your colleagues.

Activity 2. An innovative project at UPN

At the National Pedagogical University, innovative actions have been carried out.
what we qualify as ethical-political praxis due to its organization, its purposes, the
sense of carrying them out and the impact they have left on the participants. With the
The purpose of analyzing them is to make one of them known to you.

a) Read the document:

• Arias, Marcos Daniel and Flores, Alberto (2001). National Network for the
transformation of basic education from the school (Red-TEBES,
Mexico) in: ARIAS, Marcos Daniel, Flores, Alberto and Porlán Rafael (comps.)
(2001) Networks of teachers. An alternative for school transformation.
Seville: Diada-UPN. From pages 85 to 114.

b) Analyze the text above and highlight the characteristics of the project: What makes it
a practice? What is its viability based on? What elements speak to us about its
political and ethical character?

28
c) Comment on the highlighted aspects in the academic forum of unit 2:
The practice as innovation and contrast your comments with those of others.
members of the group.

Activity 3. A Publishable Article

Integrate the work done in the previous units through the concrete execution of the
constructions carried out in them, through a document that can be
published.

a) In a written document, retrieve all the ideas and concepts reviewed in the two
units of this module, which will serve as reference material for the
activities of the third unit; the aspects you should develop are: 1) The
innovación y sus características, 2) La praxis y su relación con la ética y la política,
The project as a possibility and realization of the political.

b) In a text of a maximum of five pages, retrieve the writings made

previously, without this meaning that they are summed. The criterion
there must be consistency and coherence in what is requested.

The text for it to be a publishable article must be developed from the

criteria that appear in the document Guide for authors. Therefore, for
they must meet the requirements for writing, academic and
format; will be proposed for publication in that electronic magazine.

c) Upload your article file to the Task Space: The educational action
as praxis(initiallastname_doc).

29
Bibliography of Unit 2

• Arias, Marcos Daniel and Flores, Alberto (2001). National Network for the
transformation of basic education from the school (Red-TEBES,
Mexico) in: ARIAS, Marcos Daniel, Flores, Alberto and Porlán Rafael (eds.)
(2001) Networks of Teachers. An Alternative for School Transformation.
Seville: Diada-UPN. pp. 85 to 114.
• Pedagogy of Hope
13-15.
• First Words
Necessary knowledge for educational practice. Mexico: Siglo XXI. Pp. 15-
21.
• Education as Political Praxis
Twenty-first century. pp. 17-70.

• Hunter and Kieran (1995). The narrative in teaching, learning and

research. Buenos Aires: Ammorrortu editors. pp. 52 to 55.
• Sánchez Vázquez, Adolfo (1980). The Philosophy of Praxis. Part 2 Chapter I
IV. Mexico: Grijalbo. pp. 245-263 and 301-331.
• Civil society of the Bees, Acteal (2012). Women building good
life. [Video file].
• Venturi, Toni (2010). Testimonial Fragments of a Practice I. [Archive
of video. Recovered in July 2014
Unable to translate URL.
• Zemelman, Hugo (2001). History and Rationality in Knowledge
From history to politics. The experience of Latin America.
Mexico: 21st Century. pp. 27-39.

30
 UNIT 3. INNOVATION AND PRAXIS IN A PROPOSAL
INTERVENTION EDUCATION

To start this unit, we want to acknowledge that the second one is about to end.
training phase which is Problematization and the third year of the LEIP, so that
We are preparing to enter the final phase, which is Development.
Professional; at this point, the informed experiences and practices carried out
in the LEIP, they provide us with a broad background to continue professional development in

the educational field with responsibility and awareness.

In this unit, we refer to the Innovative Intervention Educational Proposal.

which refers only to the strategies and actions proposed to present
a solution alternative to the addressed problem, and constitutes a part
important of the Innovation Project. It is advisable to clarify that when talking
of the Project, we refer to the total document that contains the diagnosis, the
problem statement, the innovative proposal and the proposal for
evaluation.

Towards the end of the module, we will do the exercise of preparing an educational proposal.
of innovative intervention that will be the subject of analysis and dissemination, without losing

view that to carry it out in a specific reality, it will have to be

driven in an innovative project as a whole.

In this module, we conceive of intervention as a flexible process that generates

an innovative task, with predefined but adjustable objectives to the condition
in which the subjects of the intervention are found; to be carried out in a reality
concrete that is located in a period, in a delimited geographical area and for a
group of beneficiaries; in this way, it helps to provide a solution to a
specific problem or to improve one or several conditions.

31
Lastly, we remind you that it is necessary to organize your time, especially in the
week eight, since in this one it is required to outline an innovative proposal and
In the nine, choose a means to carry out its dissemination.

Specific purpose of the unit process

• The student will analyze the relationship between praxis and innovation and their
ethical, political, and social implications.
• The student will develop their innovative educational intervention proposal.
incorporating the criteria of innovation and practice to ensure that the
activities to promote changes that are appropriate and relevant.
• The student will design a technological means to disseminate their
intervention proposal.

Key questions of the unit

• How do innovation and practice articulate in the creation of

educational proposals?
• What are the relevant strategies for the educational proposal of
innovative intervention to contribute to introducing changes in the
subjects and the educational community?

• How can I promote the educational proposal of

innovative intervention?

Unit contents

Innovation and practice in the own innovative proposal.

2. The construction of the innovative intervention educational proposal.
3. The dissemination of the constructed proposal.

32
Academic forum of unit 3: The educational intervention proposal
innovative

In this forum, the process of building the problem will be evident.

intervention as well as the development of an innovative proposal, to propose
possible solutions to this problem. This proposal will also be made known.
in any medium chosen by each student.

Week 7. Recovery of productions

In the previous units, we have been working on innovation and some other
elements to consider when innovating; in this way the
practice, the political and ethics have been the subject of reading texts, of observation of
videos and exercises of reflection, aimed at building a common meaning and
actual.

This week, a space opens up to find the possible relationships between

the different elements mentioned, with the intention of building a framework of
reference with which to develop the innovative intervention educational proposal,
based on a problem identified by each of you.

Activity 1. Sharing Ideas

Now we are going to learn about what each member of the group has prepared.
as an article, to improve one's own production.

a) Upload the academic syllabus of unit 3: The innovative educational proposal

the article (initialnamelastname_sharingarticle.doc) that you prepared in the
activity of the last week of unit 2.

33
b) Read and comment on the productions of at least two of your classmates;
focus your contribution on the following aspects: What does the work of
my colleagues?, What can I contribute to their work?, and How what I read,
Did you modify what I wrote?

Activity 2. Criteria table

In this table, you are going to do a synthesis exercise about what you have
meaning around innovation and practice.

a) Prepare the criteria table, keeping your article in mind (completed in the
unit 2 of this module) and the contributions that the works and the
comments from your classmates (in activity one), in which you explain each
one of the requested concepts.

b) Upload your chart to the academic forum of unit 3: The educational proposal
innovative(initials_name_surname_table.doc) and comment on the tables of your
group mates.

The relationship you have found between these categories will help you to propose
innovative strategies and activities as praxis, when developing your proposal of
intervention.

Activity 3. The problematic statement

In this activity, we ask you to identify a problem (if you are in teaching, from your
daily practice or of the organization of your institution; if not, of one of
the problems you have detected in the different observations made in the
educational scope during the bachelor's degree.

a) To facilitate the identification of the problem, read the text:

34
 • Shagoury, Ruth. (2000). Try to love the questions themselves. In: The art
from the inquiry in the classroom. Barcelona: Gedisa. pp. 25 to 38.

The text read guides you on how to find and formulate the question of
research, in this case, the problem.

b) Now comment in the academic forum of unit 3: The educational proposal

innovative What function does the question have in research and how is it formulated?

c) With the educational reality problem detected, write a statement that

how to foster interest in studying among young people
from the Community of Specialized Treatment for Adolescents (CTEA). This is
only one way to write a problem that is focused on development
of an innovative proposal to solve it. Once written, take it to the forum.
academic of unit 3: The innovative educational proposal and comments with
your colleagues why the problem you raised could lead you to propose
innovative strategies.

d) Based on the criteria table and the contributions of your classmates in the
academic forum, argue in writing in a document of at least two
sheets, why this problem might lead you to propose strategies
innovative; upload the document to the Task Space: Argumentation of
problem with the initial nomenclature name surname_problem.doc.

Week 8. The innovative proposal

We are getting closer every day to the development of a proposal that in a way
innovative response to an educational problem. Therefore, this week recovers
the problem stated in the previous week, from which you will have to raise
strategies and activities that make up the educational intervention proposal
innovative.

35
This exercise will provide you with some important elements so that when you take the phase of

Professional development you are in a position to develop an educational project.

It is worth insisting that although some proposed texts address

specifically classroom problems, there is an opening for you to identify your interest
in any dimension of the educational field and not only at the classroom level.

Activity 1. Elements of the intervention proposal

In this activity, you will be developing an educational intervention proposal.

innovative that addresses the educational problem drafted in the previous week,
in such a way that it incorporates the innovation and the proposed activities,
as praxis.

It emphasizes the formulation of strategies and activities that aim at the

solution to the problem, as these are fundamental components of the
intervention and teaching-learning processes; the planning of one or
Several strategies will depend on the area in which they will be developed.

A strategy is a set of systematically planned actions, with

based on the needs of a population to which they are directed, which are carried out
cable to achieve a certain end. The term comes from the Greek language stratos,
"army", yagein, "driver", "guide". Other authors consider the techniques
as a synonym for strategy; however, in this module we are
considering strategy in a broad sense, whose planning includes a
sequence of techniques and activities that lead us to fulfill a purpose and to
solve a problem. To move forward in the construction of the proposal of
intervention we request you to carry out the following activity:

a) How do you think the problem you are facing can be solved?
proposing in activity 1? What strategies and activities do you consider that

36
they would beadequate? With they elaborate a pointing
(initialsfirstnamelastname_scoring.doc) and take it to the academic forum of unit 3:
The innovative educational proposal. Comment on some of your jobs
companions.

Activity 2. The strategy to solve the problem

The texts provided address strategies for teaching and the

learning, as well as for intervention in other types of issues such as the
popular education that is developed in institutions and other spaces
educational.

a) Review the texts in which the development of strategies is addressed,

activities and techniques:

• Nisbet, Jhon and Shucksmith, Janet (1987). What are strategies of

Learning? In. Learning strategies. Madrid: Santillana. Pp. 45 to
59.
• Bustillos, Graciela and Vargas, Laura (1989). Volume II. Techniques
Participatory for popular education. Spain: Popular. Pages 17 to 33.

b) Create a mind map in PowerPoint format indicating the relationship

between strategy, activity, and other elements that can be part of a
planning (initialsname.surnames_mapmental.ppt).

c) Share it in the academic forum of unit 3: The proposal

innovative educational. Point out where you agree with the work of your
companions.

Properly understanding this relationship will allow you to carry out the following
activity.

37
Activity 3. Development of the innovative proposal

Once you know how to organize a strategy and plan activities,

structure an innovative proposal to solve the problem you have
proposing. It is important to remember that a proposal contains elements
minimums such as: the problem to be solved, the strategy with its purposes,
activities, resources, and forms of evaluation.

a) Read the following text which supports you in the preparation of your proposal.
It should be noted that what we call 'proposal' is referred to as 'alternative' in it.

• Arias Ochoa, Marcos Daniel (1995). The pedagogical action project

teacher: National Pedagogical University. Towards Innovation.
Basic Anthology for the Bachelor's Degree in Education Plan 1994. Mexico:
UPN. pp. 76 to 79.

b) Upload your complete proposal to the Task Space: The innovative proposal,
with the nomenclature (initialnames_surname_proposal.do) to receive the
tutor comments.

Week 9. The dissemination of the innovative proposal

The activities planned for this week allow for the realization of what
worked on the development of the entire module 12, as it involves putting into play
the learnings obtained to develop and analyze the Proposal
innovative intervention educational with the required characteristics so that,
in addition to considering the problem to be solved, the strategies, the activities
innovative in an ethical way and considering the political aspect, as well as an evaluation,

propose changes or improvements to the solution of a problem in a reality

specific.

38
Likewise, it is proposed to disseminate this Proposal, with the intention of bringing to
the final stage of any research, which consists of the dissemination of
the results of it.

Activity 1. An analysis of the innovative proposal

Since you have the general outline of your Educational Intervention Proposal
innovative, in order to make some changes aimed at improving a
educational situation or to solve a problem of this nature, it is necessary that the
analyses to identify the relevance and coherence related to the
elements that have been studied as parts of an educational proposal.

a) Conduct your analysis supporting it with the following questions

• What innovative elements does it present?, what changes does it promote in the
What is the context in which it will be developed? In which fields is it proposed?
this proposal, what type of mental processes favor innovation
fosters creative thinking, makes use of inventions, is promoted
imaginative thinking, etc.)?, why the activities you propose
Can they be considered a practice? In the context in which tentatively
it will take place, is its development feasible?, does it have any social cost?
(does it harm or negatively affect some people)?

The previous questions constitute the indicators for the evaluation of the
proposal that you have designed and will be considered by the tutor for this purpose. You

we remind you that for this procedure you have: the article you prepared,
the ideas of your colleagues in the forum and the criteria table.

b) Write a text of free length, in which you present the result of your
analysis of your innovative intervention educational proposal. Bring the file
(initiallastname_analysis.doc) to the academic forum of unit 3: The
innovative educational proposal and comment on your classmates' work.

39
Activity 2. How to disseminate the innovative proposal

In this activity, you have to choose and create a means of communication for your
Innovative intervention educational proposal; it can be a brochure, a video,
an electronic newsletter, your public blog, or another format that you propose. Consider
that, in a synthetic way, all the elements that comprise the
proposal. Remember that this product is to disseminate the Proposal through
the networks.

a) In the academic forum of unit 3: The innovative educational proposal

Share the medium you have chosen, the elements you will take into account, and a
brief argumentation of why you chose such means.

Activity 3. We present the innovation proposal

a) Upload to the Task Space: Spread the proposal the document or the link
in which you introduce your innovative educational intervention proposal, for
receive feedback from the tutor.

Check the evaluation sheets for module 12. Each table represents the
25% of the final work, to give a total of 50%.

40
Week 10. Evaluation of module 12

Together we have reached the proposed goal for this module. Your dedication and
commitment has been a fundamental aspect to achieving the goals
established.
Enter the forum Evaluation of Module 12 and share with your classmates what
new learnings you have built throughout it and what has been your
experience when connecting with new content and when carrying out the different
activities.
It is a good opportunity to return, with the guidance of the tutor, to the object of
reflection-action and the problem example of this first module and group evaluation
the achieved learnings.
Good luck!

41
 EVALUATION FORM FOR MODULE 12

INDICATORS TO EVALUATE THE METHOD USED

INDICATORS ALWAYS ALMOST A ALMOSTNEVER

AND LEVELS ALWAYS SOMETIMES NEVER
The chosen medium is
suitable for the
proposal.

The chosen medium

represents greater
technological complexity
in its preparation.

The chosen medium

clearly communicates the
content of the
proposal.

The chosen medium

communicate the content
in a creative way.

The chosen means gives

tell the problem to
what is intended
to solve.

The chosen medium gives

strategy account and
the activities for
solve the problem.

42
 EVALUATION SHEET FOR MODULE 12

INDICATORS TO ASSESS THE PROPOSAL

INDICATORS ALWAYS ALMOST A ALMOSTNEVER

AND LEVELS ALWAYS SOMETIMES NEVER
Presents elements
innovators.
It favors changes in the
context in which it goes
to develop.
Present the problem to
resolver.
The strategy and the
activities are
congruent.

It is located accurately
in the educational field.
Favors processes
innovative mindsets:
there is thought
creative, makes use of
inventions, they
promotes the
thought
imaginative.
Its development is viable
in the context in which
will take place.
The proposal is
framed in such a way that
does not represent costs
social (does not harm or
negatively affects
some people).

EACH TABLE REPRESENTS 25% OF THE FINAL WORK, TO PROVIDE A

TOTAL OF 50%.

43
Bibliography of Module 12

• Akerman, Fernando (2011). The obtaining of stem cells creates

ethical and religious conflicts.[Video archive] Retrieved in August
from 2014, from: [Link]
• Arias Ochoa, M. D. (1995). The pedagogical project of teaching action.
National Pedagogical University. Towards Innovation. Anthology
Basic Curriculum for the Bachelor's Degree in Education Plan 1994. Mexico: UPN. Pages 76 to

79 and 85 to 114.
• Arias, Marcos Daniel and Flores, Alberto (2001). National Network for the
transformation of basic education from the school (Red-TEBES,
Mexico) In: ARIAS, Marcos Daniel, Flores, Alberto and Porlán Rafael
Teacher networks. An alternative for transformation
school. Seville: Diada-UPN. pp. 85 to 114.
• Postmodern Ethics
247 to 253.
• Bauman, Zygmunt (2005). In search of ethical solutions to the
problems of modernity, in: Postmodern Ethics. Mexico: Siglo XXI.
pp. 247 to 253.
• Bustillos, Graciela and Vargas, Laura (n.d.). Volume II. Participatory techniques
for popular education. Spain: Popular. Pp. 17 to 33.
• Castro Martínez, Elena and Fernández de Lucio, Ignacio (2013). How do we
Innovate? En: The meaning of innovation. Madrid: CSIC, Catarata. Pp. 24 to 67.
• Delorme, Ch. (1985). The currents of innovation. In:
Pedagogical Animation to Action Research. Madrid: Edit. Narcea. Pp.
139 to 161.
• Freire, P. (2009). Pedagogy of Hope. Mexico: Siglo XXI. Pp. 13 to
15.

44
• Freire, P. (2009). First words In: Pedagogy of autonomy.
Necessary knowledge for educational practice. Mexico: Siglo XXI. Pages 15 to
21.
• Gutiérrez, F. (2008). Education as explicit political action and
Consent. In: Education as political practice. Mexico: Siglo XXI. Pp. 17 to
70.
• Hubbard, R. & Power, B. M. (2000). Try to love the questions themselves.
The art of inquiry in the classroom. Barcelona: Gedisa. Pp. 25 to 38.
• Hunter and Kieran (1995). The Narrative Nature of Pedagogical Knowledge
about the contents. In: The narrative of pedagogical knowledge about the
contents. Buenos Aires: Ammorrortu editors. Pages 52 to 55.
• November
Spain. Part 6. Recovered in August of 2014 de:
Part 9, retrieved from
Invalid input. Please provide text to translate.
• Moschen, J. C. (2005). Basic concepts for the analysis, In:
Educational innovation. Ongoing decision and search. Buenos Aires:
Good. Pp. 11 to 37.
• Nisbet, J. and Shucksmith, J. (1987). What are learning strategies?
Learning strategies. Spain: Santillana. Pages 45 to 59.
• Cano Handkerchief, Victor (n.d.). Ethics and Morals. [Conference]. Retrieved from
August 2014, from: [Link]
• S/f. (2011). The modern printing press. [Video archive] Retrieved from
August 2014, from: [Link]
• Salinas, Perla (2010). Educational model and technological resources, in:
Lozano, Armando and Burgos, José Vladimir. Educational technology, a
model of distance education centered on the person. Mexico: Limusa.
pp. 277 to 317.

45
• Sánchez Vázquez, Adolfo (1980). The Philosophy of Praxis. Part 2 Chapter I
IV. Mexico: Grijalbo. Pp. 245 to 263 and 301 to 331.
• Shagoury, Ruth (2000). The Art of Inquiry in the Classroom. Madrid:
[Link]. 25 to 38.
• Civil Society of the Bees, Acteal (2012). Women building goodness
life. [Video file].
• Autonomous University of Asunción (2010). History of printing.
[Video file] Retrieved in August 2014, from:
Invalid input. The provided text is a URL and cannot be translated.
• Valencia Aguirre, Ana Cecilia (n.d.). Academic report. Commission of
degree. LIE: UPN-Guadalajara. Retrieved in July 2014 from:
Unable to access the content of the URL provided.
• Venturi, Toni (2010). Testimonial fragments of a praxis I. [Archive
of video. Recovered in July 2014 de:
No translatable text provided.
• Zemelman, Hugo (2001). History and Rationality in Knowledge
From history to politics. The experience of Latin America.
Mexico: 21st Century. Pp. 27-39.

46