Projetos de extensão como práticas de inovação social em uma instituição pública de ensino

• Ano de defesa: 2020
• Autor(a) principal: Kühl, Dicézanne Gabriela de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Inovação social; Transformação social; Paradigma emergente; Extensão universitária
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/2926

The global scenario of instabilities and uncertainties reflects the deepening of social inequalities and the increase in poverty rates. The main objective of this dissertation is to analyze extension projects as practices of social innovation in a public educational institution, according to a concept collaboratively constructed. More specifically, it intends to describe and categorize the selected projects according to the Forproex (2012) guidelines, to identify the practices of social innovation, as well as to analyze the social change of the extension projects of a public educational institution based on the categories of analysis constructed from the theoretical framework according to Moulaert et al (2005). The research has an exploratory qualitative nature, and it's first step consisted of an integrative review of the literature on social innovations. The second stage allowed the construction of the collaborative concept of social innovations for the specific case. And the third stage used the theory, the tools, and interviews as data to feed a mdel of analysis of social change as a complementary reading of the phenomenon of social innovations. Of the 119 extension actions, 33 appeared to be extension projects, which after analyzing the abstracts, only 7 were selected to compose the case study. Of these, only four attended all categories of social innovations, being characterized as true practices of social innovation according to the categories established a priori. The data demonstrate that social innovations can emerge and succeed in multiple contexts, as long they are well received and properly promoted, and can also emerge in invisible scenarios of alienated social needs, or even in institutions whose mission is to foster innovation and transformation through education as is the case of the institution studied.