La Hélice Séxtuple: impulsando una universidad con propósito
Palabras clave:
Educación Superior, Gestión Académica, Hélice Séxtuple, Innovación Educacional
Resumen
Este artículo revisa y amplía el modelo del cuadrante de Pasteur (Stokes, 1997) y los modelos helicoidales (triple, cuádruple y quíntuple hélice) para reflejar las tendencias contemporáneas y futuras de la participación de las universidades en una sociedad orientada al propósito. El objetivo general es proponer el concepto de la hélice séxtuple como una extensión del Cuadrante de Pasteur para guiar a las universidades en la producción científica en el modo 4, con el propósito como elemento central. Utilizando un enfoque metodológico basado en el principio de desplazamiento necesario para los niveles de conocimiento, el estudio explora cómo las universidades pueden transformarse en agentes de innovación social, económica, ambiental y científica. Los resultados destacan la importancia de alinear la misión universitaria con un propósito claro, fortalecer las asociaciones estratégicas, promover la interdisciplinariedad y fomentar el emprendimiento con impacto social. Se concluye que la hélice séxtuple ofrece un marco robusto y adaptable, permitiendo que las universidades respondan eficazmente a los desafíos globales contemporáneos, posicionándose como motores de transformación social y promotores de un desarrollo sostenible e inclusivo.
Citas
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Christensen, C. M., & Raynor, M. E. (2003). The innovator's solution: Creating and sustaining successful growth. Harvard Business Review Press.
Escobar, A. (2018). Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Duke University Press.
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Freire, P. (1970). Pedagogia do oprimido. Paz e Terra.
Freire, P. (1996). Pedagogia da autonomia: Saberes necessários à prática educativa. Paz e Terra.
García-Hernández, A. et al. (2023). Sustainability in digital education: a systematic review of Innovative proposals. Education Science, 13, pp. 2-14. https://doi.org/10.3390/educsci13010033.
Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. Basic Books.
Gibbons, M., et al. (1994). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies.
Hägg, G.; Kurczewska, A. (2016). Connecting the dots - a discussion on key concepts in contemporary entrepreneurship education. Education + Training, 58(7/8), pp. 700-714. https://www.emerald.com/insight/content/doi/10.1108/ET-12-2015-0115/full/html.
Haneberg, D. H.; Aaboen, L.; Middleton, K. W. (2022). Teaching and facilitating action-based entrepreneurship education: Addressing challenges towards a research agenda. The International Journal of Management Education, 20(3), pp. 1-10. https://www.sciencedirect.com/science/article/pii/S1472811722001136?via%3Dihub.
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Heidegger (1927). Ser e tempo. Éditions Gallimard.
Krämer, A. et al. (2015). Managing in a VUCA World. Alemanha: Springer International Publishing. https://books.google.com.br/books/about/Managing_in_a_VUCA_World.html?id=5TgwCgAAQBAJ&redir_esc=y
Kuhn, T. S. (1962). La estructura de las revoluciones científicas. Fondo de Cultura.
Kuratko, D. F. (2016). Entrepreneurship: Theory, process, and practice (10th ed.). Cengage Learning.
Laloux, F. (2014). Reinventing Organizations: A Guide to Creating Organizations Inspired by the Next Stage of Human Consciousness. Nelson Parker.
Little A. D. (2018). The future of urban mobility: Towards networked, multimodal cities of 2050 (3rd ed.). UITP.
Manyika, J. et al. (2013). Disruptive technologies: Advances that will transform life, business, and the global economy. McKinsey Global Institute.
Max-Neef, M. (2005). Foundations of transdisciplinarity. Ecological Economics, 53(1), pp. 5-16. https://doi.org/10.1016/j.ecolecon.2005.01.004.
Milan, C. G., & Güemes, A. L. (2024). Planeamento estratégico universitário: Educação para a cidadania global e competências interculturais. Revista Ensino Superior e Sociedade (ESS) , 36 (1), pp. 262-284. https://doi.org/10.54674/ess.v36i1.784.
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Morin, E. (2001). Os sete saberes necessários à educação do futuro. Cortez.
Morin, E. (2005). Ciência com consciência. 2. ed. Bertrand Brasil.
Morin, E. (2011). Introdução ao pensamento complexo. Sulina.
Nicolescu, B. (2002). Educação e transdisciplinaridade ll. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000129707.
Nicolescu, B. (2008). Transdisciplinarity: Theory and practice. Hampton Press.
Nowotny, H., Scott, P., & Gibbons, M. (2001). Re-thinking science: Knowledge and the public in an age of uncertainty. Polity Press.
ONU. (2014). Pact for the future. Nova Iorque. https://www.un.org/en/summit-of-the-future.
ONU. (2016). Transforming Our World: the 2030 Agenda for Sustainable Development. Nova Iorque.
Parker, G. G., Van Alstyne, M. W., & Choudary, S. P. (2016). Platform revolution: How networked markets are transforming the economy and how to make them work for you. W. W. Norton & Company.
Pattnaik, P. N. , & Pandey, S. C. (2014). University spinoffs: what, why, and how?. Technology Innovation Management Review , 4(12), pp. 44-50. http://doi.org/10.22215/timreview/857
Popper, K. (1959). The logic of scientific discovery. Routledge.
Raworth, K. (2017). Doughnut economics: Seven ways to think like a 21st-century economist. Chelsea Green Publishing.
Richter, R. (2023). Beyond climate dread. Environment & Sustainability, (2). https://stanmed.stanford.edu/solving-environment-health-challenges/.
Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), pp. 155-169.
Sachs, J. D. (2015). The age of sustainable development. Columbia University Press.
Santos, B. de S. (2007). The rise of the global left: The world social forum and beyond. Zed Books.
Santos, B. de S. (2014). Seria esse: Santos, B. S. (2014). O direito dos oprimidos. Cortez
Santos, B. de S. (2016). Epistemologies of the South: Justice against epistemicide. Routledge.
Santos, B. de S. (2018). The end of the cognitive empire: The coming of age of epistemologies of the South. Duke University Press.
Scharmer, C. O. (2016). Theory U: Leading from the future as it emerges (2nd ed.). Berrett-Koehler Publishers.
Schön, D. (1983). The reflective practitioner: how professional think in action. Basic Books.
Sen, A. (1999). Development as freedom. Oxford University Press.
Senge, P. M. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. Crown Business.
Sinek, S. (2009). Start with Why: How Great Leaders Inspire Everyone to Take Action. Portfolio.
Stilgoe J., Owen R. & Macnaghten P. (2013). Developing a framework for responsible innovation. Research Policy, 42 (9), pp. 1568–1580. http://dx.doi.org/10.1016/j.respol.2013.05.008.
Stokes, D. (1997). Pasteur’s quadrant: Basic science and technological innovation. Brookings Institution Press.
Taleb, N. N. (2020). Antifragile: Things that gain from disorder. Penguin Books.
Tapscott, D., & Tapscott, A. (2016). Blockchain revolution: How the technology behind bitcoin and other cryptocurrencies is changing the world. Penguin.
Toffler, A. (1970). Future shock (2nd. ed.) Random House.
Toffler, A. (1984). The third wave. Bantam Books.
Toffler, A. (1990). Powershift: Knowledge, wealth, and violence at the edge of the 21st century. Bantam Books.
Unión de Universidades de América Latina y el Caribe - UDUAL. (2022). Conferência Mundial de Ensino Superior 2022 (WHEC2022), Reformular os ideais e as práticas do Ensino Superior para garantir o desenvolvimento sustentável do planeta e da humanidade. https://udualc.org/wp-content/uploads/2022/03/UDUAL_Posicionamiento_PT_WHEC2022.pdf
UNESCO. (2001) O Marco de Ação de Dakar para a Educação para Todos: Cumprindo nossos compromissos coletivos. Brasília: UNESCO. CONSED Ação Educativa. https://www.mprj.mp.br/documents/20184/1330730/2000_declaracaosobreeducacaoparatodosocompromissodedakar.pdf.
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Publicado
2025-06-30
Cómo citar
Jardim, E., Altmann, I. F., Bortolaso, I. V., Fossatti, P., & Polido, Éder. (2025). La Hélice Séxtuple: impulsando una universidad con propósito. Revista Educación Superior Y Sociedad (ESS), 37(1), 296-327. https://doi.org/10.54674/ess.v37i1.963
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Artículos Sección General
Derechos de autor 2025 Ery Jardim, Idio Fridolino Altmann, Ingridi Vargas Bortolaso, Paulo Fossatti, Éder Polido
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