Ações empreendedoras sociais na educação: histórias de formação e transformação no contexto de inovação educacional

Abstract

The thesis has as its theme the social entrepreneurial actions in basic education in the context of educational innovation. It is discussed that in the face of a complex reality composed of multiple dimensions, it is necessary to develop innovative practices and learning processes in which students become active subjects in the construction of knowledge and the search for solutions to social problems. For this, an education that values the combination of knowledge and provides learning that goes beyond traditional classrooms is important, exploring the educational potential of different spaces and relationships, in a cooperative and solidary perspective. In this context, the Social Entrepreneurial Action (AES) is developed, contemplating the relationship between different actors with a focus on generating social transformations, based on education, stimulating social protagonism through dialogic and collaborative actions. Therefore, to understand how these actions occur in the educational context, the research has the following problem: How is the development process of an AES configured and the constituent elements in the context of educational innovation? Therefore, it aims to understand the process and the constituent elements of an AES in the context of educational innovation. To this end, a case study of a qualitative approach was carried out on two projects developed by students together with their teachers to create solutions to the problems identified in their realities, to generate positive and significant changes. These are projects that stand out for their student protagonism, teamwork, creativity and empathy, elements that have made them recognized by a national program, part of a global movement that rewards initiatives in education. For data collection, document analysis and semi-structured interviews were used as techniques. For data analysis, Narrative Analysis was performed. Thus, we sought to analyze the AES process given the elements that were elaborated from the theoretical foundation and contact with the field, which are: the agent; collective and cooperative action; identification of opportunities; solution development; intervention; and generation of social value. From this, it was possible to analyze the initiatives and the context of educational innovation, and thus understand the process of an AES in Education, culminating in the creation of a theoretical framework to support new innovative actions for education that aim to generate social value. Through the results, it was possible to identify that the projects developed involved a learning process in which students, with the guidance of their teachers, carried out reflections, questions and investigations, defined problems and took actions. From the interaction with the community and with the knowledge of the territory, they created innovative solutions to the problems identified, combining knowledge and generating interventions. With this, the potential of students to generate positive changes in their environment is evidenced. Thus, it is concluded that AES is an important path for the development of new practices in education that aim to develop students as agents of transformation, by acting in initiatives that generate social value.