The Knowledge Society and the meanings of pedagogical innovation in higher education

A retrospective analysis

Abstract

The term pedagogical innovation has been projected by the phenomenon of globalization and the commodification of knowledge enhan­ced by the new information and communication technologies in order to achieve the objective of accelerating the adjustment of education to the needs of the labor market. However, the meanings attributed to pedagogical innovation are polysemic and at times not consensual.
Given this condition, this article advances a historical analysis about the emergence of the Knowledge Society in the second half of the 20th century, as it relates to pedagogical innovation in higher education, identifying the meanings that this innovation has taken in the last decades in the field of pedagogy. Based on documentary research and analysis, the article makes use of a qualitative methodological approach.

In this sense, this article aims to make an historical analysis about the emergence of the knowledge society, in the second half of the 20th century, and its relationship with pedagogical innovation in higher education, identifying the meanings that this innovation in the pedagogical field has taken in the last decades. We will use a qualitative methodological approach, based on documentary research and analysis.