Teaching innovation Through Multisectoral Collectives for Project Management from the Perspective of Social Innovation

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Teaching innovation Through Multisectoral Collectives for Project
Management from the Perspective of Social Innovation
Chapter · December 2022
DOI: 10.2307/j.ctv36k5bvk
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INNOVACIÓN
DOCENTE E
INVESTIGACIÓN
EN EDUCACIÓN:
EXPERIENCIAS DE CAMBIO EN
LA METODOLOGÍA DOCENTE
COMPS.
María del Mar Molero Jurado
Ana Belén Barragán Martín
María del Mar Simón Márquez
África Martos Martínez
Innovación Docente e Investigación en
Educación: Experiencias de cambio en la
Metodología Docente
Comps.
María del Mar Molero Jurado
Ana Belén Barragán Martín
María del Mar Simón Márquez
África Martos Martínez
© Los autores. NOTA EDITORIAL: Las opiniones y contenidos de los textos publicados en
el libro “Innovación Docente e Investigación en Educación: Experiencias de cambio en la
Metodología Docente”, son responsabilidad exclusiva de los autores; así mismo, éstos se
responsabilizarán de obtener el permiso correspondiente para incluir material publicado
en otro lugar, así como los referentes a su investigación.
No está permitida la reproducción total o parcial de esta obra, ni su tratamiento informático, ni la transmisión
de ninguna forma o por ningún medio, ya sea electrónico, mecánico, por fotocopia, u otros medios, sin el permiso
previo y por escrito de los titulares del Copyright.
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Madrid, 2022
ISBN: 978-84-1122-867-1
Preimpresión realizada por los autores
— 4—
Índice
CAPÍTULO 1
EVALUACIÓN DE LA COMPETENCIA DIGITAL EN EL PROFESORADO DE
EDUCACIÓN SECUNDARIA EN ESPAÑA OCASIONADA POR LA ETAPA DE
CONFINAMIENTO PRODUCIDA POR LA COVID-19
AINHOA SARMIENTO GARCÍA, JUAN PABLO HERNÁNDEZ-RAMOS, Y RODRIGO
MORCHÓN GARCÍA ........................................................................................................ 17
CAPÍTULO 2
PRIMEROS PASOS EN EL CAMINO PARA FOMENTAR LA COEDUCACIÓN
REAL EN LOS GRADOS DE EDUCACIÓN
NAHIA IDOIAGA MONDRAGÓN ..................................................................................... 29
CAPÍTULO 3
TEACHING INNOVATION THROUGH MULTISECTORAL COLLECTIVES
FOR PROJECT MANAGEMENT FROM THE PERSPECTIVE OF SOCIAL
INNOVATION.
ÓSCAR FELIPE GARCÍA .................................................................................................. 41
CAPÍTULO 4
ADAPTACIÓN DE LA ASIGNATURA PSICOLOGÍA DE LA EDUCACIÓN A
FLIPPED LEARNING: UNA EXPERIENCIA PILOTO
ION YARRITU CORRALES Y NAHIA IDOIAGA MONDRAGÓN ...................................... 51
CAPÍTULO 5
LA ENSEÑANZA DE LAS CIENCIAS EXPERIMENTALES EN UN
CONTEXTO DE VIRTUALIDAD: PERCEPCIÓN DEL PROFESORADO EN
FORMACIÓN
FÁTIMA AGUILERA PADILLA ........................................................................................ 59
CAPÍTULO 6
PERSPECTIVA EDUCATIVA DEL DESARROLLO TURÍSTICO SOSTENIBLE
EN LA COSTA DEL SOL
ANA LEÓN-GÓMEZ Y LIDIA LÓPEZ MARFIL ................................................................ 69
— 5—
Índice
CAPÍTULO 7
LA IMPORTANCIA DE LOS PROCESOS DE MENTORIZACIÓN, Y LA
ADQUISICIÓN DE HABILIDADES BLANDAS, EN LA INCORPORACIÓN
LABORAL DE LOS ALUMNOS UNIVERSITARIOS
MARÍA JESÚS LAGO ÁVILA, ÁNGEL BARTOLOMÉ MUÑOZ DE LUNA, Y SONIA
MARTÍN GÓMEZ ............................................................................................................. 79
CAPÍTULO 8
LA LITERATURA EN LA ENSEÑANZA DEL ESPAÑOL COMO LENGUA
EXTRANJERA A NIÑOS: RECURSO PARA EL DESARROLLO DE LAS
HABILIDADES LINGÜÍSTICAS
CARMEN VANESA ÁLVAREZ-ROSA .............................................................................. 91
CAPÍTULO 9
BELLAS ARTES Y GEOLOGÍA, CIENCIA ACCESIBLE, EQUIPOS DOCENTES
INTERDISCIPLINARES Y CONCIENCIA MEDIOAMBIENTAL, ODS 3, 4, 6 Y
12
MARÍA LERIA, VINYET BAQUES, ELISABET PLAYÀ, ANNA TRAVÉ, E IRENE
CANTARERO ................................................................................................................. 107
CAPÍTULO 10
EVALUAR LA COMPETENCIA COMUNICATIVA DE ALEMÁN PARA FINES
PROFESIONALES EN LOS ESTUDIOS DE GRADO EN TURISMO
GLORIA BOSCH-ROIG ................................................................................................... 121
CAPÍTULO 11
ESTRATEGIAS INNOVADORAS PARA EL TRABAJO INDIVIDUAL
AUTORREGULADO EN LA FORMACIÓN INSTRUMENTAL
ELENA BERRÓN RUIZ .................................................................................................. 135
CAPÍTULO 12
ENFRENTÁNDOSE A LOS RETOS DEL TRABAJO DE FIN DE GRADO: UN
PROGRAMA DE INTERVENCIÓN PSICOEDUCATIVO Y SU RÉPLICA
MANUEL IGLESIAS-SOILÁN, DANIEL ENGUÍDANOS, IRENE SÁNCHEZ-SAN-JOSÉ, Y
JUAN FERNÁNDEZ ....................................................................................................... 145
— 6—
Índice
CAPÍTULO 13
LA SIMULACIÓN CLÍNICA EN URGENCIAS, EMERGENCIAS Y CUIDADOS
INTENSIVOS: UNA REVISIÓN SISTEMÁTICA
ISABEL MARÍA FERNÁNDEZ MEDINA Y MARÍA DEL MAR JIMÉNEZ
LASSERROTTE .............................................................................................................. 157
CAPÍTULO 14
CONSTRUYENDO IDENTIDADES DESDE LAS COMPETENCIAS DE LA
ORIENTACIÓN EDUCATIVA EN LA FORMACIÓN INICIAL
LARA YÁÑEZ MARQUINA, ZOE MARTÍNEZ DE LA HIDALGA DE LA TORRIENTE, Y
LIRIO FLORES MONCADA ............................................................................................ 171
CAPÍTULO 15
EVALUACIÓN DE LAS PRÁCTICAS: TRADICIONAL VS ONLINE
MARTA FERNÁNDEZ RIESCO, DAVID GARCÍA VALCARCE, Y VANESA ROBLES
RODRÍGUEZ .................................................................................................................. 183
CAPÍTULO 16
UNA REVISIÓN BIBLIOGRÁFICA SOBRE LA NUEVA HERRAMIENTA DE
INVESTIGACIÓN EN LA EDUCACIÓN SUPERIOR: EL PHOTOVOICE
JAVIER MULA FALCÓN, MARÍA ASUNCIÓN RÍOS JIMÉNEZ, MARTA GARCÍA JIMÉNEZ,
Y JAVIER DE LA HOZ-RUIZ........................................................................................... 193
CAPÍTULO 17
PROGRAMA DE EDUCACIÓN PARA LA INTELIGENCIA EMOCIONAL
DIRIGIDO A ESTUDIANTES DE EDUCACIÓN PRIMARIA
MARÍA DEL CARMEN GARCÍA REINA Y ALMUDENA JUANES GARCÍA .................... 203
CAPÍTULO 18
PEDAGOGÍA TEATRAL EN ACCIÓN: EL TEATRO LAMBE-LAMBE COMO
MEDIO PARA EL DESARROLLO DE HABILIDADES DE COMPRENSIÓN
LECTORA Y SOCIOEMOCIONALES EN NIÑOS Y NIÑAS DE EDUCACIÓN
BÁSICA
CARMEN SÁNCHEZ DUQUE, PEDRO CHACÓN GORDILLO, Y XANA MORALES
CARUNCHO ................................................................................................................... 215
CAPÍTULO 19
RESPUESTA EDUCATIVA PARA ALUMNOS CON TRASTORNOS
PENETRANTE DEL DESARROLLO
JAVIER DE LA HOZ-RUIZ, JAVIER MULA FALCÓN, MARÍA ASUNCIÓN RÍOS JIMÉNEZ,
Y MARTA GARCÍA JIMÉNEZ ......................................................................................... 227
— 7—
CAPÍTULO 3
TEACHING INNOVATION THROUGH MULTISECTORAL COLLECTIVES FOR PROJECT
MANAGEMENT FROM THE PERSPECTIVE OF SOCIAL INNOVATION.
ÓSCAR FELIPE GARCÍA
Universidad de Guadalajara
INTRODUCTION
The concept of social innovation as a growing field of study and application from
various approaches and disciplines, demands special attention in the educational
processes that accompany it to achieve the purpose of new or better forms of social
solution.
According to the above, a diverse and growing theoretical and practical
framework has been identified in the last decade, in which a bipolar tendency can be
appreciated in the construction of knowledge and in the implementation of projects
on the subject; on the one hand, we have an abstract and rather diffuse approach pole,
which tries to relate social innovation with other logics of reflection and social
analysis that are solidly justified and must deal with a concept that seems to be
unclear about its own epistemology.
The above mentioned, creates a representation in some collectives of social
innovation as a kind of theoretical implant that, lacking support in itself, is branded as
a "neoliberal" construction to embellish with a touch of modernity the old reflections
and searches for solutions in the social, a phenomenon criticized in concepts
implemented with much popularity in Latin America such as: "smart cities, smart
campuses", "hybrid intelligence", "Industry 5.0" and "Culture of Peace", among others.
The other pole is in an empirical dimension with the "communities of practice"
that seek to find concrete tools to generate social solutions in their different fields of
action, but do not always have in their proposals implementation projects and social
evaluation systems based on scientific evidence and with the flexibility of a social
construction and application of knowledge with and from the communities that
require the solution.
Thus, it is difficult to demonstrate the innovative character of social projects
because their evidence translates into the use of techniques that belong to the
dimension of social creativity, technological innovation or entrepreneurship or
participatory social research.
Although there is no final word on the definition of social innovation projects,
there is a current consensus of experts on what Social Innovation is NOT, which can
be useful to avoid alterations to the essence of this field of knowledge, see table 1:
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Teaching innovation through multisectoral collectives…
Table 1. Arguments about what is not social innovation
a)
b)
c)
d)
e)
They are not a species within the so-called managerial or administrative innovations focused
exclusively on entrepreneurship.
They are not, good or best practices in social actions or altruistic social responsibility programs
from any specific sector.
They are not an action to reduce the technological gap, since training in this field must be
connected to a proposal of social appropriation of knowledge to achieve organizational and
systemic changes from the people who give meaning to the uses of technology.
It is not the participatory methodologies of research or social application that promote
creativity.
They are not, the use of educational platforms, the development of social networks through the
web or the creative use of modern technologies for specific knowledge management purposes.
f)
They are not in themselves social aid measures within the so-called technological innovations
and do not require for their development expensive or state-of-the-art technological devices.
Source: Own elaboration based on Begoña (2014), Gurrutxaga (2020) y García (2021).
On the other hand, we can add considerations taken from various authors to help
address the very frequent confusion with other concepts and the unfortunate
"simulatory" implementation that abounds in many institutions and actors who have
coined social innovation as a way of generating financial, political or any other type of
capital for non-public interests that endorse "iatrogenic" practices in our
communities:
First; the field of social innovation is different from the field of social
entrepreneurship, as these disciplines respond to epistemologically different
constructs, although they may be complementary as related to the need for business
innovations to initiate and consolidate from social needs (Mulgan, & Leadbeater,
2006).
Second; social innovation is possible largely because of the ability to manage
good practice procedures and those related to the internalization of values in both
individuals and groups" (Gurrutxaga & Echeverría, 2012).
Third, for the study and management of social innovation, the understanding of
complex systems and logics related to the objectives of social development in different
global contexts is highly relevant, as it is closely connected to social inclusion and
socio-ecological resilience (Antadze & Westley, 2012).
Fourth, civil society, social and cultural collectives and social organizations are
leading actors in social innovation (Moulaert, MacCallum, Mehmood, & Hamdouch,
2014). However, the third sector is not the only source for generating this type of
innovation; it can and should be promoted from different sectors of society: the sector
in charge of governance, the science and technology sector, the various business
sectors, in a strategic linkage between research, practice and design science (García,
2021).
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Teaching innovation through multisectoral collectives…
Fifth, social innovation is an object of analysis, but it is not only a reflective
exercise, it is above all a praxis, which can lead to novelties and improvements in
people's lives" (Hernández -Ascanio, Tirado Valencia, & Arizamontes, 2016).
The above, is very important to address the complex situation that arises about
the inadequate and dangerous use of this concept by to justify the "updating" and
acceptance of old and harmful social initiatives.
In this sense, the educational sector at all levels and particularly the areas of
educational innovation and/or knowledge management of universities, government
agencies, for-profit and non-profit organizations, among others, constitute important
instances in the promotion of social innovation projects based on solid theoretical and
methodological foundations related to community needs, the application and
construction of common knowledge, under an adequate scheme of participatory
social evaluation.
From this perspective, this chapter presents some results of the study on
teaching innovation from inter-institutional collectives for the management of social
innovation projects with the participation of the University of Guadalajara Mexico
from the Department of Public Policies of its University Center of Economic and
Administrative Sciences and the international organization Famimundo Institute.
METHOD
This study is based on a form of participatory action research that draws on
several experiences from different disciplines and countries, but which essentially
have in common the ability to contribute to the design, implementation and
evaluation of social solutions from a community educational approach and applied
knowledge.
First of all, we take into account a form of research endorsed in 2015 by
Colciencias Colombia with the purpose of recognizing the human and cognitive
qualities of specific populations called research-creation.
This research method, among other objectives, seeks to generate new repertoires
of knowledge from the place in between where the boundaries of the academic and
the non-academic are broken down and to make visible the fabric of epistemic,
methodological and ontological relationships that practice produces in the formal,
informal and relational context of knowledge (Silva, 2021).
From the above perspective, the author (Sullivan, 2005), assumes in the
experience of practice, the way in which creative disciplines produce knowledge, in
this case, the person of the artist or the educator can be a catalyst of social innovations
by their approach to formal and informal contexts, from an articulation to the exercise
(inquiry, reflective and practical and educational) of professional practice and the
creative process (Ibid).
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Teaching innovation through multisectoral collectives…
On the other hand (Manzini, 2015), states that social innovation should be
conceived from the very design of the projects, and this should be recognized as a
source of social innovations in the broadest sense.
Consequently, it is important to consider the different formats of design to move
and provoke social innovations; the format that takes into account people, the one that
takes place in communities and the one that focuses on the systems where the
improvement or new solution is sought to be delivered (Martínez, 2021).
The above is perfectly compatible with all disciplines and with the training of
actors capable of doing research to improve, transform and consolidate social
solutions in each field of knowledge and has coincidences with other approaches from
the paradigm of action research and from approaches of community knowledge
construction.
Secondly, it integrates the approaches of worthy representatives of the
Participatory Action Research (PAR) approach of Fals Bordiana vision and its
disruptive stance against the "positivist" research models due to their rigidity in the
approach to communities:
"The methodology participatory action research has its origins in the social
struggle with liberating and emancipatory pretensions, in a multipolar, integrative
and syntagmatic vision, it proposes considerations that make it proper to Latin
America." (Velásquez., Alvarado, & Barroeta, 2021).
In this sense, a structured study is proposed in accordance with the three
dimensions proposed by PRA: the diagnostic dimension, the action dimension and the
systematization and systematic return dimension.
This study is carried out in the period between August 2018 and August 2022
and involves the participation of a multi-sectoral group of Ibero-American actors with
notable experience in innovation and/or research and/or project management.
Participants are interviewed in the framework of academic and social
organizations meetings in the cities of Florianópolis, Campinas and Rio de Janeiro,
Brazil. Cali, Medellin and Bogota, Colombia. Guayaquil and Quito, Ecuador. Paraguay.
Mexico City, Guadalajara and Leon, Mexico and Valencia, Spain in Latin America.
Subsequently, virtual meetings are held through platforms to achieve other
discussions, cross-checking of information and variables for validation and
subsequent incorporation into the educational intervention proposal called "Buenos
Puertos", carried out in the action stage (January 2020-January 2022), in a blended
format, implemented 90% virtually and 10% face-to-face. Due to its coincidence with
the COVID 19 pandemic, a situation that allows greater connectivity with the actors
through digital media due to the quarantine situation of many of them.
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Teaching innovation through multisectoral collectives…
The Buenos Puertos project incorporated in its content and structure elements
of several previous theoretical and methodological proposals, which are mentioned
below:
1. The 4 phases of design thinking: Discover, Interpret, Delimit and Propose
(Beckman & Barry, 2007).
2. The 4 diagnostic dimensions of the experience analysis method:
environmental, social, cultural and economic, its phases and tools (Maldonado, 2005).
3. The methodologies and tools for the recognition of territories of the sociocommunity management mechanism "Iniciativa Superior", validated in several Latin
American countries by the Famimundo Institute, see table 2.
Table 2. Management Mechanism "Superior Initiative"
Social Cartography.
Life Stories and Community.
Territorial
Knowledge mapping.
management
Participatory construction workshops.
Social evaluation of communities.
Focus groups.
Management of seedbeds of community socio-educational innovation
Partnerships with
collectives.
focus
Social education of trainers, managers, and implementers (Project Science
and Science of Prevention, among others).
Incubation of social networks and initiatives.
Socially humane
Social education in public policy and evidence for social evaluation and
management.
international cooperation.
Source: Famimundo Institute, (2018)
In a transversal way, the purpose is to dynamize an educational exercise focused
on knowing and transforming society from the perspective of an education for
development, peace building and community economic development.
Finally, the systematization and feedback dimension has been carried out since
January 2022 and is part of the feedback process, the generation of a series of days of
knowledge building and learning feedback with the participating actors and
populations and their communities of influence, the publication of this article among
other publications and activities of community dissemination of learning.
RESULTS
In this research, 10 action groups of 20 people each were formed for the initial
phase with members from different countries and institutions, in this exercise a
horizontal approach is achieved to understand the educational needs in the field of
social projects and a contextual approach to try to answer the following research
questions:
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Teaching innovation through multisectoral collectives…
1. what kind of partnerships should be present in inter-institutional collectives
to contribute to the management-gestation of projects from social innovation in Latin
America?
Within the framework of this question, it is possible to identify forms of
association that have occurred in the territories for the conformation of social projects
and to understand the difficulties and their relationship with group cohesion, health
and safety in the organizations, the conformation of high performance teams and the
development of solutions tailored to the communities.
Repetitive elements are found in the study in all contexts (more accentuated in
some places and scenarios); the affectation of the groups by very capable people
individually, but with difficulties in the exercise of power, in the management of
relationships and in the promotion of collective action, in almost all cases due to a
tendency in the search for personal growth and in some few cases due to mental
health situations resulting from the wear and tear in the exercise of work.
Another obvious issue is the need to make processes and new organizational
forms more flexible or create new ones to enable "hybrid" structures that promote
multi-sectoral partnerships at local, regional and global levels and facilitate
knowledge management for innovation.
2. How to train actors for educational innovation from the consolidation of
institutional collectives for the management of social innovation projects?
As an answer to this question, there are significant gaps in the training of the
people in charge of the training and wrong and confusing narratives about the
concept, which is often confused with the concept of creativity.
In this sense, it is necessary to promote a new narrative of teaching innovation
as a tool to promote social innovation and to start with the theoretical construction
that helps the integration with the educational and the community.
Thus, it is possible to validate with the participating actors a definition proposal
focused on understanding the subject of study from a perspective based on education,
but with the capacity of association with the economic-administrative "sciences" and
with other "sciences" for the multisectorial, local and global construction of social
innovations from the context.
In accordance with the above, the conceptual category "socio-community
educational innovation" is defined as: a collective, strategic, inclusive, multisectorial
and contextual action focused on the application of knowledge and consolidation of
learning in the design, evaluation, implementation and sustainable management of
socially humane projects for systemic change, in and from the communities.
Consequently, a social intervention is carried out that translates into the
educational proposal for the training of trainers in project management from social
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Teaching innovation through multisectoral collectives…
innovation, called "Good Ports" and is part of the framework exercise of participatory
action research that underlies this educational-community study.
The results of this experience are expressed in a curricular construction that
responds to the development of the following basic thinking skills, expressed as
"mentalities", see Table 3:
Table 3. Mentalities for management.
Management
Manage progress and scenarios
Manage human social management of key processes.
To manage the relationship and the strategic
partnership
Global and territorial management
Managing community socio-educational innovation
Source: Own elaboration
Mentality
The prospective and adaptive mentality
Socially humane mentality
Strategic associative mentality
Glocal super-connective mentality
Community systemic educational mindset
At the methodological level, the validation of a management proposal for the
consolidation of knowledge ecosystems and the promotion of capacities in community
systems and their territories from a perspective of peace building, multifactorial
health and safety and community economic development is achieved.
In this sense, in the countries of the actors participating in this study, since the
second phase of the Higher Initiative mechanism, a strategy for the promotion of
partnership seedbeds with a focus on different scenarios has been implemented, with
the participation of government actors, leaders of civil society organizations and
graduate students from some universities: among them Mexican students who
collaborate as trainers in the collectives of other Latin American countries in the
classroom or virtual modality, attached to the Master in social innovation and welfare
management, the Master in Public Policies, the Master in Health and Safety at Work,
the Master in Learning Technologies and the Doctorate in Public Policies of the
University Center of Economic Sciences of the University of Guadalajara. Mexico.
At the operational level, the thematic network on community systems for peace
is being developed with the participation of various sectors and actors from countries
at the global level in a strategic international cooperation scheme for social inclusion,
the promotion of a preventive culture of recurrent phenomena such as drug
dependence, criminality and for the socio-productive integration of vulnerable
populations.
DISCUSSION/CONCLUSION
When we talk about social innovation in any of its emphases, we enter a universe
of conceptions and approaches that attempt to describe the multiple visions of schools
of thought and sectors of society. According to the above, we can find positions related
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Teaching innovation through multisectoral collectives…
to Anglo-Saxon, Eurocentric and Asian epistemology, as well as local Latin American
epistemologies such as the paradigmatic vision of the epistemology of the South.
It is definitely relevant to know these views, but it is equally important for the
design of social solutions, to find, if necessary, the balance between global and
international approaches and local proposals, safeguarding the cultural values of
indigenous peoples and the human rights of the various communities.
However, while we find this balance from the theoretical reflections, we must
continue to address the day to day social challenges present in our contexts with
increasing strength and complexity, in the face of systems with little response capacity
and strong structural weaknesses and contradictions that do not facilitate innovative
social action in projects to address community social challenges.
From this logic, it is a matter of strategically connecting in inter-institutional
collectives key actors for the management of socially innovative projects, which from
the approaches of Loenardis, (2004) is proposed as the challenge of connecting
different stories, with different protagonists, different combinations of material and
human resources, procedures from different sources. But with some basic common
elements, in particular, the intention and tension regarding the production of
synergistic relationships between the social assistance required by society and the
production of goods and services needed in a business world.
Thus, a key challenge for teaching at all levels is the presentation of innovative
proposals for the training of actors capable of managing the transformation of each
place of social assistance and/or social and human services into a productive
laboratory of social welfare with sustainability and of each entrepreneurial and
governmental institution into organizations as community systems that promote
systemic, human and socially inclusive changes at the level of social contexts, see
Figure 1.
Figure 1. Integrative Organizations and Institutionality
Source: Own elaboration
In accordance with the above, a conceptual category is proposed from this
research experience to be incorporated in the curricular development of instances
that can guide the articulation of contents for the design of educational proposals for
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Teaching innovation through multisectoral collectives…
the training of trainers in community project management from the perspective of
social innovation, cited in the results of this chapter.
In this sense, it is a priority for public policies to integrate into the educational
systems a curricular proposal for a project based on the evidence of knowledge
mobilization for social inclusion and to seek community socio-educational innovation
through the social action of educators trained to participate in collaborative schemes
of multisectoral partnership such as the so-called social innovation collectives.
This is an experience of educational innovation that promotes learning
communities and knowledge networks to address key goals for our communities,
among them, the three central ones evaluated by the United Nations Human
Development Program:
1. Long and healthy life.
2. To be able to acquire knowledge.
To have access to the necessary basic resources.
The above must be safeguarded from a vision that has production as the means
to promote ends such as; degrees of freedom, democracy and creativity, social
inclusion, community health and safety and socio-productive integration, among
others. The historical call to human beings and their institutions is not to see
production as an end, but as a means for distribution and its effect on the expansion
of opportunities for personal and social development (González, 2008).
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