A Hélice Sêxtuple: impulsionando uma universidade com propósito
Palavras-chave:
Educação Superior, Gestão Acadêmica, Hélice Sêxtupla, Inovação Educacional
Resumo
Este artigo revisa e expande o modelo do quadrante de Pasteur (Stokes, 1997) e os modelos helicoidais (tríplice, quádrupla ou quíntupla hélice) para refletir as tendências contemporâneas e futuras da participação das universidades em uma sociedade orientada por propósito. O objetivo geral é propor o conceito da hélice sêxtupla como uma extensão do Quadrante de Pasteur para guiar as universidades na produção científica no modo 4, com o propósito como elemento central. Utilizando uma abordagem metodológica baseada no princípio do deslocamento necessário para os níveis de conhecimento, o estudo explora como as universidades podem se transformar em agentes de inovação social, econômica, ambiental e científica. Os resultados destacam a importância de alinhar a missão universitária com um propósito claro, fortalecer parcerias estratégicas, promover a interdisciplinaridade e incentivar o empreendedorismo com impacto social. Conclui-se que a hélice sêxtupla oferece um quadro robusto e adaptável, permitindo que as universidades respondam de maneira eficaz aos desafios globais contemporâneos, posicionando-se como motores de transformação social e promotoras de um desenvolvimento sustentável e inclusivo.
Referências
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Bentz, I. M. & Franzato, C. (2016). O Metaprojeto nos níveis do design.
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Brynjolfsson, E., & McAfee, A. (2017). Machine, platform, crowd: Harnessing our digital future. W. W. Norton & Company.
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Heidegger (1927). Ser e tempo. Éditions Gallimard.
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Manyika, J. et al. (2013). Disruptive technologies: Advances that will transform life, business, and the global economy. McKinsey Global Institute.
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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.
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Below, I. (2024). VUCA war gestern: Willkommen in der BANI-Welt: Strategien und Führungskompetenzen für eine unsichere Zukunft. (n. p.): tredition.
Benner, M. J. & Tushman, M. L. (2015). Reflections on the 2013 Decade Award—“Exploitation, Exploration, and Process Management: The Productivity Dilemma Revisited” Ten Years Later. Academy of Management Review, 40(4), pp. 1-36. https://doi.org/10.5465/amr.2015.0042.
Bennett, N., & Lemoine, G. J. (2014). What a difference a word makes: Understanding threats to performance in a VUCA world. Business Horizons, 57(3), pp. 311-317. https://doi.org/10.1016/j.bushor.2014.01.001.
Bentz, I. M. & Franzato, C. (2016). O Metaprojeto nos níveis do design.
Block, J. et al. (2018). Private equity, venture capital, and crowdfunding of entrepreneurship. Entrepreneurship Theory and Practice, 42(4), pp. 743-768. https://doi.org/10.1177/1042258718773172.
Bower, J. L., & Christensen, C. M. (1995). Disruptive technologies: Catching the wave. Harvard Business Review, 73(1), pp. 43-53.
Brynjolfsson, E., & McAfee, A. (2014). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. W. W. Norton & Company.
Brynjolfsson, E., & McAfee, A. (2017). Machine, platform, crowd: Harnessing our digital future. W. W. Norton & Company.
Bush, V. (1945). As We May Think. The Atlantic Monthly. https://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/
Capra, F. (1996). A Teia da Vida. Cultrix.
Carayannis, E. G, Barth, T. D. & Campbell, D. F. (2012) The Quintuple Helix innovation model: global warming as a challenge and driver for innovation. J Innov Entrep 1 , (2), pp. 1-12. https://doi.org/10.1186/2192-5372-1-2.
Carayannis, E. G., Campbell, D. F. J. (2012). Mode 3 Knowledge Production in Quadruple Helix Innovation Systems. In: Mode 3 Knowledge Production in Quadruple Helix Innovation Systems. SpringerBriefs in Business, vol 7. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-2062-0_1.
Cascio, J. (2020). Facing the Age of Chaos: BANI Explained. Medium. https://medium.com/@cascio/facing-the-age-of-chaos-b00687b1f51d
Castells, M. (2009). A era da informação: economia, sociedade e cultura. Paz e Terra.
Castells, M. (2012). Networks of outrage and hope: Social movements in the internet age. Polity Press.
Chesbrough, H. (2003). Open innovation: The new imperative for creating and profiting from technology. Harvard Business School Press.
Christensen, C. M. (1997). The innovator's dilemma: When new technologies cause great firms to fail. Harvard Business Review Press.
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.
Etzkowitz, H. (2003). Innovation in innovation: The triple helix of university-industry-government relations. Social Science Information, 42(3), pp. 293-337. https://doi.org/10.1177/05390184030423002.
Etzkowitz, H. (2008). The triple helix: University-industry-government innovation in action. Routledge.
Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From national systems and "Mode 2" to a triple helix of university-industry-government relations. Research Policy, 29(2), pp. 109-123. https://doi.org/10.1016/S0048-7333(99)00055-4.
Francisco, Papa. (2015). Laudato Si': Sobre o Cuidado da Casa Comum. Paulus Editora.
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.
Harari, Y. N. (2016). Homo Deus: A brief history of tomorrow. HarperCollins.
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.
Morin, E. (1999). O método 3, O conhecimento do conhecimento. Sulina.
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
Como Citar
Jardim, E., Altmann, I. F., Bortolaso, I. V., Fossatti, P., & Polido, Éder. (2025). A Hélice Sêxtuple: impulsionando uma universidade com propósito. Revista Educação Superior E Sociedade (ESS), 37(1), 296-327. https://doi.org/10.54674/ess.v37i1.963
Secção
Artigos da seção geral
Direitos de Autor (c) 2025 Ery Jardim, Idio Fridolino Altmann, Ingridi Vargas Bortolaso, Paulo Fossatti, Éder Polido
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