Main Findings and Conclusions

Social innovations from subsystems in education which change the relations of power at a local level. Innovations usually take place in response to problems once they become unbearable. The local actors identify the problematic issues and formulate new ideas to deal with the problems. Social Innovations come along with different aspects of a social need. In contrast to Bourdieu, actors are agents of change, rather than just subjects in a given field. Although local actors can´t change an entire system, they introduce changes in its subsystem and within a

138

cycle, and such changes foster reforms in the regional context. Gramsci recognized the power of the subaltern groups and remarked the value of freedom and autonomy in enabling these groups to act. Thus Gramsci’s work is very relevant in approaching social innovations. Foucault accepted that relations of power have inherent power in both sides and relations of power can change. Although he didn´t approach innovations in his studies, he recognized a place of opportunity for those with less power.

The innovation paradigm has been long considered within the field of technology and very low steps are changing such an understanding. This research contributes to the understanding of innovation in societies and communities based on empirical research. Innovations are part of a cycle of changes, which are a continuum of radical changes, social movements and reforms. Once innovations are institutionalized, they foster adaptions to reforms and social change, and a new cycle begins. Innovations in São Paulo respond not only to needs in terms of education, but also in terms of needs of social progress in local communities. The NGO introduced new ways of meeting the needs of the community (with art and education), assuming the role of the state. This organization promoted collaboration in education from different positions (community, government, third sector, local education actors). Campos Salles School introduced new teaching methods and new forms of social relations (school-community). They pushed for internal and external changes to the school and to the actors that was intended to change the perception of education in the neighbourhood (which previously had a bad reputation) and of the inhabitants in this neighbourhood. The School also intervened to meet the need the need for more security and the legalization of housing settlements, which demanded a mobilization of the entire community, started by the Union of Nuclear Association and Societies of Residents of Heliópolis and São João Clímaco, and supported by the school. Furthermore, after the school had implemented several innovations in community-school relations and within school, they eventually demanded that official reforms be adapted to their successful experiments.

5.1.1. How far is the system of innovation consolidated in Brazil?

The innovation system of Brazil shows a high dynamism coming from below (local actors) and is transmitted to the state. The state has created institutions at the

139 national level, but such institutions generally support regional and local initiatives.

The different dimension of the innovation system shows that research on innovation in Brazil is very limited despite the large number of empirical cases, which could be studied. Although public spending on education and innovation is high, it is observed that expenditure on education in the country is neither oriented to teachers’ formation nor to the improvement of compulsory education, but it is focused on coverage of education. Innovation policies have been created in the last two years and respond to regional and local initiatives originated within states.

Although education agencies recognize the need to innovate in their context, actors at each government level have different understandings of what innovation is, and what has to be done. Civil society and communities reflect the dimension of the innovation system which is most active, where communitarian actors, foundations, NGOs, private sector and university have assumed leadership in São Paulo.

5.1.2. Social Innovation and Social Change in Brazil

Literature suggest that to understand that social innovation should be understood as a driver of social change and should be analysed in terms of the diffusion of the innovation in society, the degree of institutionalization of innovation and the extent to which social practices have introduced new actors (Howaldt und Schwarz, 2016).

Therefore, it is concluded here that social innovation in Brazil is disseminated in society amongst foundations, NGOs and regional actors that have spread cases of innovation from one state to another, or to different communities in the same state.

The institutionalization of innovation has brought about demands for reforms and new laws, for example the initiatives of Workgroups initiated by the coordination of actors of the Apprentice NGO. Together with municipal government and the university efforts were made for the implementation of the reforms which has now been established as national law. Innovation is also manifested in new infrastructure, as is the case of Campos Salles School that is currently a complex of education, culture and sport for the community of Heliópolis. Therefore, new social practices have foster changes of structures, laws and paradigm of what an innovation is, and who or what can be a driver for innovation and change in a community, region or state.

140