The discourse of innovation in teaching: a semiotic analysis

Abstract

 The search for innovation is strongly present in various sectors of society and has become a necessity in teaching at all levels of education, as well as in scientific research. Gamification, flipped classrooms and the use of digital platforms, among others, are propagated as innovative practices. These practices are provided for in official documents and guidelines for teaching, such as the Law establishing the "Política Nacional de Educação Digital (PNED/2023) and the" Base Nacional Comum Curricular (BNCC). Based on this observation, the aim of this paper is to discuss and problematize, using French discursive semiotics, the issue of innovation in education, more specifically in the case of Portuguese language teaching. It is believed that the consolidated theoretical tools of semiotics can contribute to the critical debate on innovation, offering theoretical and methodological solutions from the field of language studies.