PATHS TO CURRICULAR INNOVATION: A COMPREHENSIVE LOOK AT THE ROLE OF MANAGEMENT AND PROTAGONISTS IN CURRICULAR INNOVATION PROCESSES IN HIGHER EDUCATION

Abstract

This article presents a reflection on curricular innovation in higher education, considering the role of administrators and stakeholders involved in the innovation process, such as professors, students, staff, and the external community. The objective was to analyze how public and institutional policies, especially after Law No. 13,243/2016 and Decree No. 10,534/2020, influenced the development of curricula and innovation proposals within universities. Methodologically, this is qualitative research, bibliographical and interpretative in nature, based on an analysis of theses and dissertations defended between 2016 and 2024, located in the CAPES Thesis Database. The results indicate that curricular innovation still faces mismatches between policies and pedagogical practices, highlighting the lack of consistent institutional support and the need for effective management participation in the process. On the other hand, successful experiences were also identified, in which the integration of internal and external stakeholders contributed to living, participatory curricula capable of responding to social transformations. It is concluded that curricular innovation is not limited to active methodologies or the use of technologies, but depends on a broad articulation between management, the academic community, and society.

DOI: https://doi.org/10.56238/sevened2025.029-079