Development of Collective Competences and Social Innovations: the Contribution of a Brazilian Agricultural Family School Association Practicing Alternation Pedagogy

Objective: This study aims to analyze the contribution of an Agricultural Family School Association, which practices the Pedagogy of Alternation, to the development of collective competences in its environment and social innovations in its territory. Theoretical Framework: The study was based on research on the themes of social innovation, collective skills and pedagogy of alternation. It is worth highlighting the contribution of authors such as Lévesque (2006), Mulgan (2007), Rodrigues (2007), Monteiro (2019), Bignetti (2011) and Sandri et al. (2020) for the theme of social innovation; Tello-Gamarra and Verschoore (2015), Silva and Ruas (2016), Macke and Crespi (2016) and Silva et al. (2021) for collective skills; and, Teixeira et al. (2008), Jesus (2011) and Nosella (2020) for the theme of pedagogy of alternation. Method: In order to understand the practices of this institution located in the Brazilian state of Minas Gerais, data were obtained through direct observation and semi-structured interviews with key informants. Results and Discussion: It was observed that the organizational model of the Association was considered socially innovative. In addition, the pedagogy used differs from the traditional ones practiced by local schools. Given the complexity of managing the Association, the team was required to develop competences that would enable it to overcome the various challenges it faced. Thus, collective competences such as team proactivity, cooperation and shared knowledge were fundamental to the development of socially innovative actions. On the other hand, the interactions resulting from these practices became detrimental to the development or improvement of collective competences. Research Implications: The results of the study reinforce what has already been observed by some researchers in the area by highlighting the role of partnership relationships in the development of social innovations, with emphasis on the State, and of interactions and communication for the development of collective competences. In addition, comments on the interpretation of these constructions in a context not yet explored, emphasizing EFAs as fruitful spaces for experimenting with practices with social impacts. Thus, another success case is presented that can serve as a reference for other contexts, demonstrating that an organized civil society, with support from the public authorities, can make educational and socially innovative experiences viable, meeting the demands of rural areas in a contextualized manner. Originality/Value: Although studies seeking to understand the process of developing collective competences and social innovations in the field of Nonprofit Organizations (CSOs) have intensified, no studies were identified that analyzed the aforementioned constructs within the scope of Agricultural Family Schools (EFAs), which is a fruitful field for practices with relevant social impacts, especially for families living in rural areas.