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CSR Through Intersectoral Partnership in the Field of Education: The Case of “Pescar”

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Corporate Social Responsibility in Brazil

Part of the book series: CSR, Sustainability, Ethics & Governance ((CSEG))

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Abstract

The demonstrations before and during the Soccer World Championship in 2014 and the Olympic Games in 2016 highlighted the striking disparity prevalent in Brazil’s educational system, especially between the quality of private and government-owned schools and universities. These differences also contribute to unequal opportunities in the lives of many children and teenagers from families living in social risk areas such as favelas. The core idea of the Project Pescar is to offer one-year vocational training in companies and organizations, including professional development. The goal is to provide participants with an opportunity to transform their lives by offering a way out of poverty. The innovative aspect of the Pescar concept is, in contrast to intrasectoral CSR, that the Foundation Project Pescar, as a part of the non-profit sector, and corporations, as part of the business sector, are jointly taking over responsibility. Presenting and discussing the findings of my case study of the Project Pescar will be the focus of this article. This includes outlining possible answers to the questions in what way participating in the one-year training changed the participants’ lives. I will then review the potentials and challenges of CSR through intersectoral partnership for the Foundation Project Pescar and the companies involved, and will identify factors of success for CSR through intersectoral partnership in the field of education. The core concept of the Project Pescar network has begun to increasingly disseminate to other countries; for example, Peru, Paraguay and Angola, which illustrates that Brazil and CSR are no longer opposites.

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Notes

  1. 1.

    This article is written from a scientific point of view of business ethics in philosophy.

  2. 2.

    I understand the term poverty based on Amartya Sen as: “the deprivation of basic capabilities” (Sen 1999: 87).

  3. 3.

    My understanding of quality education refers to the following three aspects: “national context of education”, “conditions” and “to teach and to learn“from the definition of UNESCO (2005: 35 f).

  4. 4.

    Sen is not a defender of a closed list of basic capabilities, but he gives examples which capabilities he considers as the most basic ones: “e.g., to meet nutritional requirements, to escape avoidable disease, to be sheltered, to be clothed, to be able to travel, and to be educated” (Sen 1983: 162 f.).

  5. 5.

    For the whole argumentation please see Meißner (2017).

  6. 6.

    The Project Pescar was created as a Social Franchise System. Since 2013 they changed the name to intersectoral partnership, as the term Social-Franchise-Cooperation caused several complications. Since the partnerships continue to work in the same way, the findings within my case study of the Project Pescar, realized in 2010, maintain their relevance.

  7. 7.

    All the interviews were realized in the period between the 8th and the 30th of September 2010.

  8. 8.

    Within the English scientific community of qualitative methodology thematic analysis and thematic code development is more common, see inter alia Boyatzis (1998).

  9. 9.

    For the abbreviations see the literature in annex. The abbreviations for participants starts with the letter P, the one for responsibles of a company with the letters RC and within the abbreviation for experts of the foundation Pescar you will find the letters FP. After the colon I cite the paragraph in MaxQDA. In the literature in annex you will find the interview length as well as the transcribed paragraphs.

  10. 10.

    There is abundant literature discussing the efficiency of development help and corruption; for example: Moyo (2009), Easterly (2006).

  11. 11.

    The education program, “Project School Factory” was developed based on the know-how of the Pescar Foundation.

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Interviewees

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  • PC1P5, Participant Company 1, Person 5, São Paulo, 00:35:00, 1–70.

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  • PC1P7, Participant Company 1, Person 7, São Paulo, 00:51:00, 1–188.

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  • PC2P1, Participant Company 2, Person 1, São Paulo, 00:28:00, 1–44.

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  • PC4P1, Participant Company 4, Person 1, Rio Grande do Sul, 00:18:00, 1–38.

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  • RC1A, Responsible Company 1, person A, São Paulo, 01:02:00, 1–106.

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  • RC3Ab, Responsible Company 3, person A, interview part b, Rio Grande do Sul, 00:22:06, 1–101.

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Author information

Authors and Affiliations

  1. University Passau, Passau, Germany

    Annekatrin Meißner

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  1. Annekatrin Meißner
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Editors and Affiliations

  1. German Graduate School of Management and Law, Heilbronn, Germany

    Christopher Stehr  & Franziska Struve  & 

  2. Diversia Consulting, Freiberg am Neckar, Germany

    Nina Dziatzko

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Meißner, A. (2019). CSR Through Intersectoral Partnership in the Field of Education: The Case of “Pescar”. In: Stehr, C., Dziatzko, N., Struve, F. (eds) Corporate Social Responsibility in Brazil. CSR, Sustainability, Ethics & Governance. Springer, Cham. https://doi.org/10.1007/978-3-319-90605-8_15

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