Social inclusion in professional master's degree researches with the contributions from the Program on Formation-Action in Creative Schools

Abstract

The relevance of researches conducted at graduate programs in the educational area can be assessed through their potential to meet the needs of Basic Education and Higher Education. The purpose of this article is to systematize the inputs from studies conducted by a professionsl master's degree aimed at meeting the demands arising in Basic Education by developing the Program on Formation-Action in Creative Schools. Based on  bibliographical review and on a  qualitative approach, dissertations were analyzed whose object of study was the Program on Formation-Action in Creative Schools and systematized contributions detected while being  implemented. The results highlight the relevance presented by the formative proposal considering its theoretical-practical link, the convergence between the curricular contents and local/global demands, in order to stimulate protagonism, collaborative work and the development of transcomplex compentencies such as resilience, creativity, autopoiesis and proactive communication. Thus, it has been observed that the formation program proves its potential for social inclusion by providing input to meet the needs of Basic Education which contributes to transform the pedagogical practice.