In the face of uncertainty and global changes, educational innovation emerges from the perseverance of all teachers involved in appreciating their professional practice as a legitimate act of what it means to be a teacher and its scope in any action of social relevance. The theoretical and methodological value is combined to put into practice all that knowledge, which from the results of the research, transcends the professional practice as an inherent aspect of decision making, problem solving and creativity for the development of education.

Thus, from the perspective of technology and didactics, a series of dissertations and innovative, pertinent and assertive proposals to intervene in contexts of vulnerability are materialized, which propitiates a process of construction of systematic actions from a scientific representation, for the construction of new learning, through a genuine form of interaction and relationship between subjects. Throughout the text, alternatives for continuous improvement are integrated, an aspect that seeks to investigate, guide and delineate from educational innovation and its own actors.

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