A interação entre princípios cooperativistas e práticas de aprendizagem organizacional na geração de inovações sociais: análise a partir de programas sociais da Sicredi Serrana

Abstract

Social innovation draws attention from researchers as well as the organizations due to new social problems that require new, useful and lasting solutions. It can be defined as a process of scientific initiation to achieve new social goals, generating lasting social transformation, promoting new cultural orientations. The concept is polysemic and misleading because it responds to different realities, and it does not assume a particular form, it can be: procedural, organizational or assume a tangible form (technology or product). Having a variety of incentives, in the context of the social programs analyzed, one of them is the interaction between cooperative principles and values with organizational learning. Learning understood as a process that does not occur exclusively in the minds of individuals, but also in their participation in social activities or practices in promoting knowledge. The objective of the study was to analyze the interaction between cooperative principles and the organizational learning practices in Sicredi Serrana social programs, generating social innovations for employees and community. For this analysis, the study adopted a qualitative approach, with exploratory and descriptive objectives, and the single case study as a research strategy. For data collection, individual in-depth interviews were conducted based on a semi-structured script, as well as narrative interviews, participant observation and documentary analysis, moreover, to guarantee the reliability of the data, data triangulation was used. For data analysis and interpretation, the content and document analysis technique was used, aided by NVivo® software version 12. In this way, the contributions found in the context of the União Faz a Vida program are: development of autonomy, citizenship and cooperation; paradigm break in learning; and inclusion of students. In relation to the Cooperativas Escolares program, the contributions are: development of cooperation and citizenship, whole development, and leadership development. Regarding the Financial Education program, the contributions are: awareness and improvement in behavior, quality of life - well-being, dreams fulfillment, and knowledge exchange. The analysis of these contributions was based on two perspectives on social innovation: one focused on processes and another on the results of social programs. In this sense, the contributions previously mentioned have a collective character, and their development has involved the participation of diversified actors, who apply knowledge in the fulfillment needs of associated with learning and building knowledge in schools and community by adding social value.