Anais
Resumo do trabalho
Administração Pública · Gestão e Inovação em Políticas Públicas
Título
REGENERATIVE EDUCATION AND EXPERIMENTAL GOVERNANCE: the MBA in Sustainable Public-Private Partnerships (PPPs) and Concessions as an institutional infrastructure for transition
Palavras-chave
REGENERATIVE EDUCATION
Public-Private Partnerships (PPPs)
EDUCATION
Autores
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Patrícia Alencar Silva MelloESCOLA DE ADMINISTRAÇÃO DE EMPRESAS DE SÃO PAULO DA FUNDAÇÃO GETÚLIO VARGAS
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Erika LisboaESCOLA DE ADMINISTRAÇÃO DE EMPRESAS DE SÃO PAULO (FGV-EAESP)
Resumo
Introdução
This article contributes to the understanding of how public capacity regeneration can be effectively promoted through innovative educational programs. It analyzes the MBA in Sustainable PPPs and Concessions at FGV, highlighting how this institutional experiment linked problem-oriented teaching, transformative logical models, and territorial interventions to address critical urban-environmental challenges. PPPs are contractual arrangements between the public and private sectors designed to collaboratively deliver infrastructure or public services, balancing responsibilities, risks, and benefits
Problema de Pesquisa e Objetivo
Utilizing action research, this study employs concepts of experimental governance, law in action, and institutional capacities to explore how education serves as a powerful institutional and social technology for inter-institutional collaboration. Finally, it provides a replicable framework for situated educational practices aimed at co-producing sustainable and context-sensitive legal-economic-operational solutions.
Fundamentação Teórica
To ground the analysis, approach a research-action (Eden & Huxham, 1996; Coghlan, 2019), specifically insider action research, within the institutional context of FGV Cidades. This strategy enables articulating knowledge production with institutional transformation through iterative cycles of diagnosis, intervention, and reassessment. As a result, the epistemological study produced a situated, dynamic, and critical understanding of institutions that provide empirical evidence of how educational processes can reorganize public capacities and generate tangible territorial impact in real-time.
Discussão
The implementation of the MBA in Sustainable PPPs and Concessions provided an empirical testing ground for an innovative pedagogical model, making a direct contribution to contemporary debates on institutional regeneration and experimental governance. Based on the Theory of Change, Law in Action, and Problem-Based Pedagogy, these empirical findings advance and complement previous theoretical frameworks by providing concrete evidence of how pedagogical processes anchored in the theory of change can reorganize institutional capacities and trigger effective territorial transformations.
Conclusão
The study concludes that institutional regeneration is a continuous, situated, and intrinsically relational process. Its effectiveness depends on appropriate pedagogical infrastructure, active methodologies of listening and mediation, and, above all, institutional courage to intervene directly in contexts marked by asymmetries and complexity. In this scenario, the university assumes a new centrality as a critical infrastructure for democratic, regulatory, and territorial innovation—acting not at the margins of contemporary public disputes but strategically at their core.
Contribuição / Impacto
The study's central contribution lies in articulating three interrelated conceptual pillars: program theory as a descriptive and normative structure for educational and institutional interventions; theory of change as an integrative architecture connecting content, method, and formative purpose; and the concept of institutional intelligence, understood as the organizational capacity to learn continuously from practice and adjust interventions as new challenges emerge. Grounded in these frameworks, the study demonstrated that the MBA not only enhanced individual competencies of public agents bu
Referências Bibliográficas
Coghlan, D. (2019). Doing Action Research in Your Own Organization (5th ed.). Sage Publications.
Eden, C., & Huxham, C. (1996). Action research for the study of organizations. In S. Clegg, C. Hardy, & W. Nord (Eds.), Handbook of Organization Studies (pp. 526–542). Sage Publications.
Eden, C., & Huxham, C. (1996). Action research for the study of organizations. In S. Clegg, C. Hardy, & W. Nord (Eds.), Handbook of Organization Studies (pp. 526–542). Sage Publications.