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This article aims to propose a framework with the relationship between education and social innovation (SI). To do this, we conducted a systematic literature review using the Web of Science database in two stages: (1) scientometric analysis, using the software CitNetExplorer and VOSViewer: a historiography analysis, co-occurrence of keywords analysis, and author co-citation analysis; (2) filtering and meta-analysis of the papers found, defined based on the number of citations of the papers, the year of their publication, and the presence of impact factors in the publication channels (method ordinatio method). Results indicate that social innovation originates in education, either as a process or as a product. And educational innovation processes are supported by co-creation and institutional articulations in different educational loci, including non-formal education. This study argues that SI can arise through education, having several purposes, and being able to become a vector of initiatives and technologies applied to the educational field, which generates a cycle between the two phenomena. This study contributes socially to the discussion on the emancipation of social actors through education. We also make a practical contribution, providing examples of the application of the theme, which can support new educational policy models and management. [ABSTRACT FROM AUTHOR]

This article aims to empirically analyze the representation variables of the 5C Cycle of developing collective capabilities in social innovations: Capital, Conscientization, Conciliation, Collaboration, and Confluence. It brings relevance to studies in the area, as well as a contribution to strategies that develop collective capabilities in social initiatives. A study of the multiple cases of the Paraibana Network of Community Development Banks was constructed. It became evident that the use of capital and confluence practices are reflected mainly in the diffusion of practices of the initiatives. It is concluded, from a collective capabilities perspective, that the analysis of this framework in real contexts subsidizes collective capability development practices and promotes improved management of social innovation initiatives and the consequent local development. [ABSTRACT FROM AUTHOR]