Resumen

OLIVEIRA DA CONCEICAO, José  y  SANTANA BARRETO, Davi. Invariantes culturales e innovación pedagógica: un estudio etnográfico en una Escuela Pública Municipal de Bahía, Brasil. Rev. Int. Investig. Cienc. Soc. [online]. 2025, vol.21, n.2, pp.203-214. ISSN 2226-4000.  https://doi.org/10.18004/riics.2025.diciembre.203.

This article analyzes how cultural invariants-understood as relatively stable patterns of habits, beliefs, and school routines-shape the adoption of innovative practices in a public municipal school in the state of Bahia (Brazil). This is a qualitative study with an ethnographic approach, using participant observation, field diary records, and semi-structured interviews with teachers and the management team. The interpretive analysis highlights the persistence of teacher-centered practices, the prominence of content transmission, and reliance on traditional materials, despite the presence of emerging innovation in collaborative initiatives and the limited use of active methodologies. The results indicate that pedagogical innovation does not generally fail for purely technical reasons, but rather due to cultural anchors that organize expectations, teaching time, and criteria for a “good class.” The conclusion is that sustainable change requires critical teacher mediation, continuous professional development spaces within the school, and institutional projects that link professional development, curriculum, and school culture.

Palabras clave : school culture; pedagogical innovation; educational ethnography; teacher education; cultural resistance.

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