INOVAÇÃO, GESTÃO E PROTAGONISMO DISCENTE: FOTOGRAFIAS DA STARTUP HUB INOVAÇÃO EDUCACIONAL

Abstract

This article presents and discusses the results of the Educational Innovation Hub Project, developed at FADMINAS between June 2024 and October 2025 with 23 Pedagogy students. The intervention integrated project management, adaptive leadership, and collaborative practices as key training axes. The research, qualitative in nature and implicative in type, combined direct observation of the meetings, questionnaires administered to 60 school managers, and an implicated practice report produced by the program’s coordination team. Content analysis revealed four analytical categories: the expansion of leadership and conflict-mediation competencies; the strengthening of executive functions and decision-making; the enhancement of collaboration and professional authorship; and the consolidation of a reflective stance and teacher identity awareness. The findings indicate that the extension experience operated as a formative laboratory, bridging theory and practice through real situations of planning, negotiation, and evaluation. It is concluded that experiences of this kind enhance initial teacher education by placing students in authentic problem contexts that demand justified decisions and shared responsibility, and by reaffirming the power of extension activities as a field of ethical, collaborative, and investigative learning. Accordingly, it is argued that initiatives such as the Educational Innovation Hub contribute to improving initial teacher preparation by fostering the construction of learning trajectories capable of integrating personal, academic, and socioprofessional dimensions, thereby strengthening pathways that gradually expand horizons and open new doors for teaching practice.