HSG students work with NGOs and start-ups in São Paulo

How do social innovations emerge in an environment of great social inequality? Twenty-five HSG Bachelor's students explored this question as part of a contextual studies course in São Paulo, engaging in direct exchange with organisations working on solutions to societal challenges.

The course was led by HSG researcher Fabienne Bünzli. She spent the spring semester of 2025 as a visiting professor at the Fundação Getulio Vargas and the HSG Institute of Management in Latin America. During this time, she built up a network of start-ups, initiatives and NGOs dealing with issues such as waste management, educational equity and financial inclusion. The aim was to give students on the course direct insight into the practice of social innovation.

Learning in everyday urban life

During an intensive week in São Paulo at the beginning of April 2025, the students visited various organisations, discussed with founders, NGO representatives and project managers – and worked on real challenges presented to them by the practice partners. They then developed ideas on site, which they discussed directly with the respective teams.

Examples include initiatives such as Cataki, an app that connects informal waste collectors (catadores) with households and businesses. Or Pimp My Carroça, which enhances the visibility and dignity of this professional group by creatively designing their handcarts.

In the field of education, the group met with the organisation Parceiros da Educação, whose programmes have been implemented in over 700 public schools in the state of São Paulo. A visit to a partner school gave the students the opportunity to talk directly to pupils – in English, confidently and well prepared. ‘They welcomed us warmly and gave us an impressive presentation on how they use digital technologies and gamification to make learning innovative and future-oriented,’ says Bünzli.

Further encounters led to start-ups such as Café Quilombo and Lunettes by Lari, both of which focus on strengthening the Afro-Brazilian community. Fundo de Impacto Estímulo, a financing instrument for micro-enterprises, also presented its ‘blended finance’ approach, a concept that combines public and private funds.

Compact theory sessions, direct and practical application on site

For course leader Bünzli, it was crucial to offer students a self-directed learning environment: ‘I deliberately kept the theoretical input compact and practical. The aim was not simply to give students answers, but to encourage them to recognise for themselves how social innovation arises: often amid uncertainty, with scarce resources and in diverse teams.’ She herself conducts research at the HSG at the interface between communication and strategy and deals with the question of how visual and multimodal communication contributes to initiating and shaping social change – whether in the non-profit sector, in organisations or in society as a whole.

Feedback on the course was positive: the direct experience on site changed many participants' perspectives not only on social problems, but also on possible professional roles. HSG student Miguel Tortosa González says: ‘The practical experience made this one of the best courses at the HSG.’ HSG student Lukas Fröhlich adds: ‘We had a great time and learned a lot – not only for our studies, but also for life.’

Bünzli also gained a lot from her research stay: ‘The city is vibrant and full of contrasts. At the same time, the people are very warm and open.’ As a researcher, she also gained new perspectives and ways of working through contact with a different culture, which will give her work at the HSG new impetus. ‘Last but not least, I was able to improve my samba skills in Brazil and ate the best polenta of my life,’ says Bünzli with a laugh. She adds that she would highly recommend a stay in Brazil to both researchers and students – for students, for example, through the HSG's exchange programme with the Fundação Getulio Vargas.

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The course was part of the compulsory HSG contextual studies programme. This comprises around 25 per cent of the coursework and covers social, historical and cultural topics.