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Ana Dubeux UFRPE / PAPE / INCUBACOOP

Ana Dubeux UFRPE / PAPE / INCUBACOOP. The role of the universities in the construction of solidarity economy in Brazil : the case of the Incubator of Solidarity Economy from the Federal University of Pernambuco.

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Ana Dubeux UFRPE / PAPE / INCUBACOOP

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  1. Ana Dubeux UFRPE / PAPE / INCUBACOOP The role of the universities in the construction of solidarity economy in Brazil : the case of the Incubator of Solidarity Economy from the Federal University of Pernambuco

  2. What vision of world, human being, society and which paradigm of science direct our actions? From these conceptions, how do we model our work in the activities of research, teaching and of extension in the construction of the university that we want? In this same way: which link can be established between the university and the Solidarity Economy?Or still, why choose the Solidarity Economy as a development's paradigm?

  3. Because the Solidarity Economy.... Represents initiatives of solidarity collaboration; Recognizes the human being as subject and final aim of the economic activity, instead of the private accumulation of wealth; Privileges the self-management, the community development, the social justice, the care of the environment and the responsibility with future generations; Allows the construction of globalization of solidarity by networking social movements, economic exchanges and political articulations Mainly because the Solidarity Economy in Brazil unveils plural initiatives on a continental scale!

  4. Social ecology of Solidarity Economy in Brazil Source: Atlas da Economia Solidaria no Brasil SIES/MTE/2005

  5. Region Qtd. % EES N° Cities NORTH 2656 12,15% 254 NORTH-EAST 9498 43,45% 861 SOUTH-EAST 3912 17,90% 389 SOUTH 3583 16,39% 512 WEST – CENTER 2210 10,11% 258 TOTAL 21859 100,00% 2274 The Solidarity Economy initiatives in Brazil Source: SIES / 2008

  6. Solidarity Economy in Brazil Source: Atlas da Economia Solidaria no Brasil SIES/MTE/2005

  7. The trajectory of Solidarity Economy in Brazil Source: Atlas da Economia Solidaria no Brasil SIES/MTE/2005

  8. Among the 21,859 initiatives of this sample of the mapping, 630,382 people are women and 1,057,114 are men, which yields a total of 1,687,496 Brazilians What Science and Technology actions do the Brazilian University develop to offer support for these initiatives?

  9. To work with this public is a political option which means... A revision of the Science's concept which traditionally guides the university's work, which believes that the simple offer of knowledge leads to the social development The challenge of constantly associating the scientific work to its social relevance; A constant preoccupation on having debates about technological innovations that would be adapted to the reality of these initiatives.

  10. SOCIAL TECHNOLOGY (ST)Important concept for those who make this choice ST: Products, techniques and\or replicable methodologies, developed in interaction with the community and that represent real solutions for social transformation. Conceptual level: ST defines a conception of social intervention which is inclusive in all stages of its construction; and a participative way of production of science and technology. Material level: ST is developed and spread in agreement with the possibilities and the limits of each community and it would be applied in the construction of solutions for the most varied social questions

  11. What’s an incubator ? (ITCP)‏ A lively laboratory of articulation between research, teaching and extension which works in the perspective of consolidation of innovative social technologies. Such technologies are built from the reconstruction of scientific knowledge in the light of their confrontation with the popular knowledge.

  12. Map of incubators supported by PRONINC Source : « Programme d’accompagnement du PRONINC », FASE, 2007

  13. The political pedagogical projet Why political ? • Building of an economy different from the free market; • Articulation with social movements engaged in this struggle; • Debate with authorities about the elaboration and implementation of public policies for solidarity economy; • Support to the networking of the initiatives of solidarity economy; • Training students with a profile turned towards the construction of a new social and economic paradigm; • Democratization of the access to the knowledge produced inside the university; • Articulation with the State, the Civil society and the Market, with an aim of contributing to the development of the conditions to an ideal of social and economic transformation

  14. The political pedagogical projet Why pedagogical / edicational ? • The contribution to sustainable development through the establishment of a dialog between scientific and traditional knowledge (Popular education); • The process of education for the environment developed nearby the population in general; • The work developed nearby the families of the members of the accompanied groups; • The development of a process of recovery of the cultural memory of the groups accompanied with a special regard to the alimentary practices; the healing procedures; the productive practices; the traditions; the habits; among others; • The development of actions which seek to raise the level of schooling of the members of the groups and of the communities supported; • The support and/or starting of practices which can engage the young people of the communities, allowing the (Re)construction of a perennial identity for new generations; • The educational role developed for the students of the university in several training areas; • Publication of scientific work and various didactic materials.

  15. Participative methodology Research, teaching and extension within a framework of interlocution where the implied actors take part in the solution to the problem, by the bias of different knowledges (action-research)‏ Articulator and facilitator role of the university researchers, professors, students, technicians and specialists who belong to the incubator. Information feedback to the implied actors and application of concrete actions built in a movement of cooperation.

  16. University Project X Action in Partnership Teaching: Disciplines (Different cycles)‏ Cities, syndicates, NGO’s, public policies Support of the Associative project (Teaching, Researching, Extension)‏ Research projects; thesis; PHD. Partnership with the solidarity economy initiatives University Networks, Foundations Extension: feedback creator for the university project

  17. Diagram of methodology Enterprise / Initiative Désincubation Community Incubation Pré-incubation Family Sélection Person Axes of the action Political - Ideological Sociocultural Economical Technological (Innovation)‏ Organisational (management)‏ Dimensions of the action TRANSVERSAL AXES • Genre; • Generation; • Ethnic; • Environment; • Culture and leisure.

  18. CONCLUSIONS The university is characterized as an institution committed to the universal and to the future. However, in a country like Brazil, the commitment with the present takes even more important contours… The incubators require: a new type of professor, dedicated to Action research and more sensitive to the social problems; a new arrangement of the different university levels, academically more flexible and that prioritizing an effective approach to social reality; a deeper articulation between theory and practice. The incubators in Brazil are not THE ONLY choice for the support to ES initiatives because their work will never have mass scale, but they are very important in the design of models and methodologies for supporting these initiatives; It is not enough to have ethics in production and use of the knowledge. It is not the appropriation and the adaptation of existing technologies that will be able to reduce the social inequalities. The big challenge of the ITCP is to develop technologies which can incorporate, from idealization to application, an intentionality of social inclusion and sustainable development

  19. In a disillusioned society, the “Reenchantment” of the university can be one of the ways to symbolize the future. The daily university life has a strong ludic component which contributes for the symbolical transgression of what exists, and is rational because it exists. By leveling this transgression with the creation and satisfaction of meaningful needs and the teaching and training conceived as ecological practices, the university will be organizing festivals of a new common sense. These festivals will be configurations bringing together the elitist culture, the popular culture and the mass culture. In these festivals, the university will play a modest but important role in the “Reenchantment” of the collective life, without which the future is not appetizing, even if it is viable. Sousa Santos (1997)‏

  20. Thank You !Obrigada !ana_dubeux@hotmail.com

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