Inovação, financiamento e aprendizado : o caso da Universidade Federal de Sergipe

• Autor(a) principal: Alvelos, José Manuel Pinto
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/4541
• topic: Inovação; Teoria Evolucionária; Genes; Aprendizagem; Cluster; Base Local de Inovação; Orçamento; Modelo Aluno Equivalente; Aprendizado científico; Projetos; Programas; Aprendizado tecnológico; Aprendizado institucional; Innovation; Evolutionary Theory; Gene; Learning; Cluster; Local Base of Innovation, Budget; Student Equivalent Model; Scientific learning; Projects; Programs; Technological learning; Institutional learning; CNPQ::CIENCIAS SOCIAIS APLICADAS::ECONOMIA::ECONOMIA REGIONAL E URBANA

Parting from Schumpeter s determinants of investment, an Evolutionary Theory is developed and with a base on the gene, identifying elements that encode routines and develop skills, establishing control, copying and imitation. Scientific technological knowledge, thus generated, can be created or replicated locally, creating what is called a "cluster of knowledge", leading to a dynamic Local Base of Innovation. A Federal Institution (FI) has two complementary roles: training human resources and accumulating techno-scientific knowledge to contribute to the implementation of a local socio-economy. These functions require a pattern of financing, which on the internal side, are derived by the application of "models of partition of OCC (Other Expenses and Capital)" by MEC / SESu determined by the Student-Equivalent Model, that is insufficient to take account the expansion plans of IFES. On the other hand, IFES seek external support to complement funding limitations via Projects, Programs, Parliamentary Amendments, among others, as was the case with UFS. To give consistency to our analysis, the case of the UFS was investigated, by historically analyzing results of approximately 10 years based on critical variables and parameters that make up the Student-Equivalent Model. We detected, despite the rapid growth of these variables, that elements of external and extra-budgetary partnerships were essential, illustrated by the examples of the NUPEG-SE and REUNI. The patterns of internal funding, allied by external partnerships, helped pave the way to consolidate UFS in its role as the Base of Local Innovation.