Plano de Ensino
Disciplina: 2038001 - DIÁLOGOS ABERTOS EM DIREITOS HUMANOS E INOVAÇÃO
Créditos: 3
Departamento: DEPTO DE DIREITO PUBLICO MATERIAL /DIR
Ementa
Não informado
Conteúdo
Schedule
Wednesdays, 14.00 to 16.00
Session Day Month Summary
1. 9 September Introduction to the program. Expectations. Presentation of
students and teacher/who are we? What are our
experiences with the subject of innovation? The interactive
teaching model. Assignments and tests. Registering for text
presentations.
Lecture: Framing innovation in the history of social
science.
2. 16 September Lecture: The emergence of the concept of innovation
Literature: Godin – part 1
3. 23 September Students’ text presentations – Godin part 2
Three student presentations of each 20 minutes.
Literature: Godin – part 2
4. 30 September Lecture: Motivations for engaging in innovation
Students’ text presentation
Literature: Yochai Benkler (2017) “Law, Innovation, and
Collaboration in Networked Economy and Society”, Annual
Review of Law and Social Science, 2017. 13:231–50
Themes:
Important themes in the history of innovation:
Is the community or the individual the starting point of
innovation? (Benkler)
Motivations for innovation? (Teske & Mintron)
5. 7 October Lecture: Joseph Schumpeter and Max Weber, classical
European writers on entrepreneurship, innovation and
modernization/rationalization.
Students’ text presentation
Literature: Joseph A. Schumpeter, “Entrepreneurship as
Innovation”
6. 14 October Introduction to students’ individual work on written essay.
Problem based learning / defining the problem and the
methodology.
7. 21 October Students’ individual homework on their written essays.
8. 4 November Students’ oral presentation of work in progress with
written essays.
Supervision / Counselling.
9. 11 November Literature: Escobar, 2015 & 2018
The he history of innovation and social innovation
Course offered by Professor Lars Hulgård,
Starting September 9, 2026
Ending December 9, 2026
PRESENTATION
This course is a theory and methodology course consisting of 12 classes/sessions of
each two hours. One class, on October 21, is reserved for students’ homework on
writing essays, which is an important part of the tests and evaluation of the students’
participation in course activities.
The course is offered as an advanced program that requires active engagement and
students’ interest in expanding their knowledge on theoretical and methodological
problems and approaches related to the concepts of innovation and social innovation.
Thus, students are expected to contribute with oral presentations of themes related to
the course, and to serve as discussants. Students are further expected to contextualize
the diverse and dynamic concepts of innovation in the interplay with law.
Together, we will begin by exploring and tracing the roots of the concept of innovation
back to the origin in Ancient Greece (Godin, 2015). Next, we will move on to the
classical, social science-based innovation and social change theories of Joseph
Schumpeter, Max Weber and Jürgen Habermas, and further to contemporary theories
of social change and social innovation, including a seminal text on recent trends in the
study of innovation (Benkler, 2017).
The course reader will be a few selected texts representing the history and diffusion of
the concept of innovation. Thus, Benoit Godin’s “Innovation Contested: The Idea of
Innovation over the Centuries” (2015) will assist the students in understanding both
the origin of innovation and the interplay between innovation, the public domain, and
power throughout the centuries. Joseph Schumpeter’s “Entrepreneurship as
Innovation” (1934) is a seminal text to understand why Schumpeter, by many, is
considered the founder of innovation theory, given his ideas about the characteristics
of and differences between entrepreneurship and innovation. Max Weber, the
German professor of law and sociology, understands innovation as societal
modernization and epochal change and formulates this in his work on the interplay
between protestant ethics and the gradual expansion of a dominant capitalist
framework.
With the use of recent texts on social innovation and social transformation, we will
emphasize sustainability and transformation for the benefit of society as core
dimensions in contemporary approaches to innovation. With “Social Innovation of
Real-World Transformation” (Chateauvert et al, 2025), we will try to move beyond
innovation as a buzzword and see how it is a battlefield for entirely different
frameworks for the design of the future.
Students will be asked to suggest supplementary texts. Particularly texts which can
contribute to contextualize and deepen our understanding of how to perceive of
innovation and social innovation in a Brazilian and Latin American context. Such texts
could include Arturo Escobar (2015) “Thinking-feeling with the Earth: Territorial
Struggles and the Ontological Dimension of the Epistemologies of the South”, or his
“Autonomous design and the emergent transnational critical design studies field”
(2018) which are presented as a possible alternatives to theories of innovation and
social innovation originating in the North by insisting on relational ontologies (Escobar,
2018: 145). However, the exact choice of literature aimed at contextualizing
innovation and social innovation in the epistemologies of the South will be decided by
and together with the students attending the course.
APPROACH TO TEACHING AND LEARNING
At the course we are devoted to an interactive model of learning, since this connects
well to contemporary approaches to innovation which emphasise collaboration and
networks. Thus, we expect you to be actively engaged in the co-creation of knowledge
about issues, academic as well as practical, related to the course. We will develop this
model of learning gradually and together.
Lecture: Innovation and the epistemological and
ontological dimensions of the Epistemologies of the South
10. 18 November Literature: Feres, Perreira & Hulgård, 2026
Lecture: Is there a particular indigenous approach to social
innovation?
Students’ text presentation
11. 25 November Students’ submission of written essays
Panel: Law and Innovation / wrap up of course event
12. 9 December Presential written test. Handwritten.
TEST / EVALUATION OF STUDENTS
Students are evaluated individually for their participation in the course and their two
written tests. Thus, the students are receiving three grades. For test 1 and 2, they will
receive pass or fail, and for test 3 (handwritten assignment) they will receive a grade
on the 0-100 scale.
TESTS
1. Text presentation of a text from the curriculum.
2. Written essay with free use of AI.
3. Handwritten assignment without use of access to AI.
Wednesdays, 14.00 to 16.00
Session Day Month Summary
1. 9 September Introduction to the program. Expectations. Presentation of
students and teacher/who are we? What are our
experiences with the subject of innovation? The interactive
teaching model. Assignments and tests. Registering for text
presentations.
Lecture: Framing innovation in the history of social
science.
2. 16 September Lecture: The emergence of the concept of innovation
Literature: Godin – part 1
3. 23 September Students’ text presentations – Godin part 2
Three student presentations of each 20 minutes.
Literature: Godin – part 2
4. 30 September Lecture: Motivations for engaging in innovation
Students’ text presentation
Literature: Yochai Benkler (2017) “Law, Innovation, and
Collaboration in Networked Economy and Society”, Annual
Review of Law and Social Science, 2017. 13:231–50
Themes:
Important themes in the history of innovation:
Is the community or the individual the starting point of
innovation? (Benkler)
Motivations for innovation? (Teske & Mintron)
5. 7 October Lecture: Joseph Schumpeter and Max Weber, classical
European writers on entrepreneurship, innovation and
modernization/rationalization.
Students’ text presentation
Literature: Joseph A. Schumpeter, “Entrepreneurship as
Innovation”
6. 14 October Introduction to students’ individual work on written essay.
Problem based learning / defining the problem and the
methodology.
7. 21 October Students’ individual homework on their written essays.
8. 4 November Students’ oral presentation of work in progress with
written essays.
Supervision / Counselling.
9. 11 November Literature: Escobar, 2015 & 2018
The he history of innovation and social innovation
Course offered by Professor Lars Hulgård,
Starting September 9, 2026
Ending December 9, 2026
PRESENTATION
This course is a theory and methodology course consisting of 12 classes/sessions of
each two hours. One class, on October 21, is reserved for students’ homework on
writing essays, which is an important part of the tests and evaluation of the students’
participation in course activities.
The course is offered as an advanced program that requires active engagement and
students’ interest in expanding their knowledge on theoretical and methodological
problems and approaches related to the concepts of innovation and social innovation.
Thus, students are expected to contribute with oral presentations of themes related to
the course, and to serve as discussants. Students are further expected to contextualize
the diverse and dynamic concepts of innovation in the interplay with law.
Together, we will begin by exploring and tracing the roots of the concept of innovation
back to the origin in Ancient Greece (Godin, 2015). Next, we will move on to the
classical, social science-based innovation and social change theories of Joseph
Schumpeter, Max Weber and Jürgen Habermas, and further to contemporary theories
of social change and social innovation, including a seminal text on recent trends in the
study of innovation (Benkler, 2017).
The course reader will be a few selected texts representing the history and diffusion of
the concept of innovation. Thus, Benoit Godin’s “Innovation Contested: The Idea of
Innovation over the Centuries” (2015) will assist the students in understanding both
the origin of innovation and the interplay between innovation, the public domain, and
power throughout the centuries. Joseph Schumpeter’s “Entrepreneurship as
Innovation” (1934) is a seminal text to understand why Schumpeter, by many, is
considered the founder of innovation theory, given his ideas about the characteristics
of and differences between entrepreneurship and innovation. Max Weber, the
German professor of law and sociology, understands innovation as societal
modernization and epochal change and formulates this in his work on the interplay
between protestant ethics and the gradual expansion of a dominant capitalist
framework.
With the use of recent texts on social innovation and social transformation, we will
emphasize sustainability and transformation for the benefit of society as core
dimensions in contemporary approaches to innovation. With “Social Innovation of
Real-World Transformation” (Chateauvert et al, 2025), we will try to move beyond
innovation as a buzzword and see how it is a battlefield for entirely different
frameworks for the design of the future.
Students will be asked to suggest supplementary texts. Particularly texts which can
contribute to contextualize and deepen our understanding of how to perceive of
innovation and social innovation in a Brazilian and Latin American context. Such texts
could include Arturo Escobar (2015) “Thinking-feeling with the Earth: Territorial
Struggles and the Ontological Dimension of the Epistemologies of the South”, or his
“Autonomous design and the emergent transnational critical design studies field”
(2018) which are presented as a possible alternatives to theories of innovation and
social innovation originating in the North by insisting on relational ontologies (Escobar,
2018: 145). However, the exact choice of literature aimed at contextualizing
innovation and social innovation in the epistemologies of the South will be decided by
and together with the students attending the course.
APPROACH TO TEACHING AND LEARNING
At the course we are devoted to an interactive model of learning, since this connects
well to contemporary approaches to innovation which emphasise collaboration and
networks. Thus, we expect you to be actively engaged in the co-creation of knowledge
about issues, academic as well as practical, related to the course. We will develop this
model of learning gradually and together.
Lecture: Innovation and the epistemological and
ontological dimensions of the Epistemologies of the South
10. 18 November Literature: Feres, Perreira & Hulgård, 2026
Lecture: Is there a particular indigenous approach to social
innovation?
Students’ text presentation
11. 25 November Students’ submission of written essays
Panel: Law and Innovation / wrap up of course event
12. 9 December Presential written test. Handwritten.
TEST / EVALUATION OF STUDENTS
Students are evaluated individually for their participation in the course and their two
written tests. Thus, the students are receiving three grades. For test 1 and 2, they will
receive pass or fail, and for test 3 (handwritten assignment) they will receive a grade
on the 0-100 scale.
TESTS
1. Text presentation of a text from the curriculum.
2. Written essay with free use of AI.
3. Handwritten assignment without use of access to AI.
Bibliografia
BENKLER, Yochai. Law, innovation, and collaboration in networked economy and society. Annual Review of Law and Social Science, v. 13, p. 231-250, 2017. DOI: 10.1146/annurev-lawsocsci-110316-113340.
CHATEAUVERT, Julie; DUFORT, Philippe; DURAND FOLCO, Jonathan; GUNTER, Christopher; MAKI, Krys; MORALES HUDON, Anahi; NÉMÉH-NOMBRÉ, Philippe; PAQUETTE, Julie; STAMBOULI, Jamel; TREMBLAY-PEPIN, Simon; WILSON, Amanda. Social innovation for real-world transformation: roadmaps for changing the world. Bristol: Policy Press, 2025. 212 p. DOI: 10.56687/9781447374756. ISBN 978-1-4473-7473-2.
ESCOBAR, Arturo. Autonomous design and the emergent transnational critical design studies field. Strategic Design Research Journal, São Leopoldo, v. 11, n. 2, p. 139-146, maio/ago. 2018. DOI: 10.4013/sdrj.2018.112.10. E-ISSN 1984-2988.
ESCOBAR, Arturo. Thinking-feeling with the Earth: territorial struggles and the ontological dimension of the epistemologies of the South. AIBR – Revista de Antropología Iberoamericana, v. 11, n. 1, p. 11-32, ene./abr. 2016. DOI: 10.11156/aibr.110102e. ISSN 1578-9705.
GODIN, Benoît. Innovation contested: the idea of innovation over the centuries. New York; Abingdon: Routledge, 2015. 370 p. (Routledge Studies in Social and Political Thought). ISBN 978-0-415-72720-4; e-book ISBN 978-1-315-85560-8.
SCHUMPETER, Joseph A. Entrepreneurship as innovation. In: SWEDBERG, Richard (org.). Entrepreneurship: the social science view. Oxford: Oxford University Press, 2000. (Oxford Management Readers). ISBN 978-0-19-829462-7.
CHATEAUVERT, Julie; DUFORT, Philippe; DURAND FOLCO, Jonathan; GUNTER, Christopher; MAKI, Krys; MORALES HUDON, Anahi; NÉMÉH-NOMBRÉ, Philippe; PAQUETTE, Julie; STAMBOULI, Jamel; TREMBLAY-PEPIN, Simon; WILSON, Amanda. Social innovation for real-world transformation: roadmaps for changing the world. Bristol: Policy Press, 2025. 212 p. DOI: 10.56687/9781447374756. ISBN 978-1-4473-7473-2.
ESCOBAR, Arturo. Autonomous design and the emergent transnational critical design studies field. Strategic Design Research Journal, São Leopoldo, v. 11, n. 2, p. 139-146, maio/ago. 2018. DOI: 10.4013/sdrj.2018.112.10. E-ISSN 1984-2988.
ESCOBAR, Arturo. Thinking-feeling with the Earth: territorial struggles and the ontological dimension of the epistemologies of the South. AIBR – Revista de Antropología Iberoamericana, v. 11, n. 1, p. 11-32, ene./abr. 2016. DOI: 10.11156/aibr.110102e. ISSN 1578-9705.
GODIN, Benoît. Innovation contested: the idea of innovation over the centuries. New York; Abingdon: Routledge, 2015. 370 p. (Routledge Studies in Social and Political Thought). ISBN 978-0-415-72720-4; e-book ISBN 978-1-315-85560-8.
SCHUMPETER, Joseph A. Entrepreneurship as innovation. In: SWEDBERG, Richard (org.). Entrepreneurship: the social science view. Oxford: Oxford University Press, 2000. (Oxford Management Readers). ISBN 978-0-19-829462-7.
Bibliografia(continuação)
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Bibliografia complementar
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