The complexity of the challenges posed by the 21st century calls for innovation, especially in the field of education, due to its presence, relevance and potential for the generation of solutions, forms of action and education that can be assumed by citizens, mainly those who are immersed in their educational process. For this reason, the aim of this work is to propose active methodologies as suitable means for implementing educational innovation centred on social processes, which place people at the centre of the phenomenon, as beings in formation and, likewise, as creators and maintainers of innovations that promote well-being. Initially, it outlines the difficulties of the pedagogical renewal effort, in some of its fundamental texts and moments, to respond to the challenges and threats faced by contemporary societies, discussing some relevant notions of theory and Philosophy of Education. This contribution then attempts to add to the ongoing reflections on the Philosophy of innovation, as a discipline in germ, which must in turn be linked to a proposal for a Philosophy of educational innovation. The aim is then to problematise, under these theoretical premises, pedagogical creativity and action programmes linked to the tradition of activism and the recent proposals of Active Learning Methodologies, through the contribution of the social approach to educational innovation.
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