Quando princípios formativos se tornam prática: A experiência da Especialização em Economia Solidária, Inovação e Gestão Social da Universidade Federal do Cariri (UFCA)

Abstract

The literature on critical formative practices in the field of Administration still lacks studies that systematically articulate academic knowledge and experiential knowledge in the construction of knowledge, especially when grounded in participatory epistemologies and contexts of social innovation. In response to this gap, this study analyzed how the articulation between academic knowledge and experiential knowledge occurs in the Specialization Course in Solidarity Economy, Innovation and Social Management (ESIGS/UFCA), in light of the principles of Social Management, Solidarity Economy, and Social Innovation. This is a qualitative study, grounded in a critical perspective and guided by the action research approach. Data were produced through document analysis, pedagogical records, and participant observation, and analyzed using content analysis techniques (Bardin, 2011), articulated with the CIPP evaluation model (Context, Input, Process, Product). The results reveal pedagogical strategies and mediation devices between academic knowledge and territorial experiences that fostered deliberative practices, situated learning, and epistemological recognition of the participants, generating formative, institutional, and symbolic-social effects, analyzed through the dimensions of the CIPP model. The main contribution of this research lies in the systematization of a formative experience grounded in principles of social management, cognitive justice, and social innovation rooted in territorial contexts, offering theoretical and empirical contributions to reflections on models of education in Administration committed to more democratic, participatory, and territorially grounded educational practices.