Precautions about Case Study Method for Management teaching under an epistemological perspective
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Data de Publicação: | 2008 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Cadernos EBAPE.BR |
Texto Completo: | https://periodicos.fgv.br/cadernosebape/article/view/5433 |
Resumo: | Despite some benefits regarded to Case Study Method as a pedagogic resource, some epistemological questions still remain unanswered over the overall learning obtained from this approach: What king of knowledge does it lead to? What does it teach? What can it produce? Does it provide the understanding of new situations? What is the nature of generalization? To answer these questions, a theoretical essay was elaborated to aim, from the perspective of knowledge construction, the case study method for teaching management. It concludes that one cannot assume that this method can resolve all problems related to the learning process, neither believe that this could be a stand alone method so that students can construct knowledge as well as make them able to understand situations placed away from the scope of the cases studied. |
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Precautions about Case Study Method for Management teaching under an epistemological perspectivePrecauções na adoção do método de estudo de caso para o ensino de administração em uma perspectiva epistemológicaDespite some benefits regarded to Case Study Method as a pedagogic resource, some epistemological questions still remain unanswered over the overall learning obtained from this approach: What king of knowledge does it lead to? What does it teach? What can it produce? Does it provide the understanding of new situations? What is the nature of generalization? To answer these questions, a theoretical essay was elaborated to aim, from the perspective of knowledge construction, the case study method for teaching management. It concludes that one cannot assume that this method can resolve all problems related to the learning process, neither believe that this could be a stand alone method so that students can construct knowledge as well as make them able to understand situations placed away from the scope of the cases studied.Apesar dos benefícios do método de estudo de caso como recurso pedagógico, cabe levantar algumas questões de ordem epistemológica em relação ao produto final dessa aprendizagem: a que tipo de aprendizagem ele leva? O que ensina? O que pode produzir? Tal método capacita para o entendimento de novas situações? De que natureza é a generalização? Para responder a essas questões, foi elaborado um ensaio teórico cujo objetivo é analisar, da perspectiva da produção do conhecimento, o método de estudo de caso para o ensino de administração. A conclusão é de que não se pode tomá-lo como uma panacéia diante de problemas intrínsecos à aprendizagem, tampouco acreditar que seu uso contínuo por si só seja suficiente para que os alunos possam produzir conhecimentos que os capacitem para entender situações que extrapolem as premissas contidas nos casos analisados.Escola Brasileira de Administração Pública e de Empresas da Fundação Getulio Vargas2008-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fgv.br/cadernosebape/article/view/5433Cadernos EBAPE.BR; Vol. 6 No. Special (2008) - EnEPQ (Meeting of Teaching and Research in Administration); 1 a 10Cadernos EBAPE.BR; Vol. 6 Núm. Especial (2008) - EnEPQ (Reunión de Enseñanza e Investigación en Administración); 1 a 10Cadernos EBAPE.BR; v. 6 n. Especial (2008) - EnEPQ (Encontro de Ensino e Pesquisa em Administração); 1 a 101679-3951reponame:Cadernos EBAPE.BRinstname:Fundação Getulio Vargas (FGV)instacron:FGVporhttps://periodicos.fgv.br/cadernosebape/article/view/5433/4167Machado, André Gustavo CarvalhoCallado, Antonio André Cunhainfo:eu-repo/semantics/openAccess2023-02-23T19:28:13Zoai:ojs.periodicos.fgv.br:article/5433Revistahttps://periodicos.fgv.br/cadernosebapehttps://periodicos.fgv.br/cadernosebape/oaicadernosebape@fgv.br||cadernosebape@fgv.br1679-39511679-3951opendoar:2024-05-13T09:59:40.728928Cadernos EBAPE.BR - Fundação Getulio Vargas (FGV)true |
dc.title.none.fl_str_mv |
Precautions about Case Study Method for Management teaching under an epistemological perspective Precauções na adoção do método de estudo de caso para o ensino de administração em uma perspectiva epistemológica |
title |
Precautions about Case Study Method for Management teaching under an epistemological perspective |
spellingShingle |
Precautions about Case Study Method for Management teaching under an epistemological perspective Machado, André Gustavo Carvalho |
title_short |
Precautions about Case Study Method for Management teaching under an epistemological perspective |
title_full |
Precautions about Case Study Method for Management teaching under an epistemological perspective |
title_fullStr |
Precautions about Case Study Method for Management teaching under an epistemological perspective |
title_full_unstemmed |
Precautions about Case Study Method for Management teaching under an epistemological perspective |
title_sort |
Precautions about Case Study Method for Management teaching under an epistemological perspective |
author |
Machado, André Gustavo Carvalho |
author_facet |
Machado, André Gustavo Carvalho Callado, Antonio André Cunha |
author_role |
author |
author2 |
Callado, Antonio André Cunha |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Machado, André Gustavo Carvalho Callado, Antonio André Cunha |
description |
Despite some benefits regarded to Case Study Method as a pedagogic resource, some epistemological questions still remain unanswered over the overall learning obtained from this approach: What king of knowledge does it lead to? What does it teach? What can it produce? Does it provide the understanding of new situations? What is the nature of generalization? To answer these questions, a theoretical essay was elaborated to aim, from the perspective of knowledge construction, the case study method for teaching management. It concludes that one cannot assume that this method can resolve all problems related to the learning process, neither believe that this could be a stand alone method so that students can construct knowledge as well as make them able to understand situations placed away from the scope of the cases studied. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.fgv.br/cadernosebape/article/view/5433 |
url |
https://periodicos.fgv.br/cadernosebape/article/view/5433 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.fgv.br/cadernosebape/article/view/5433/4167 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Escola Brasileira de Administração Pública e de Empresas da Fundação Getulio Vargas |
publisher.none.fl_str_mv |
Escola Brasileira de Administração Pública e de Empresas da Fundação Getulio Vargas |
dc.source.none.fl_str_mv |
Cadernos EBAPE.BR; Vol. 6 No. Special (2008) - EnEPQ (Meeting of Teaching and Research in Administration); 1 a 10 Cadernos EBAPE.BR; Vol. 6 Núm. Especial (2008) - EnEPQ (Reunión de Enseñanza e Investigación en Administración); 1 a 10 Cadernos EBAPE.BR; v. 6 n. Especial (2008) - EnEPQ (Encontro de Ensino e Pesquisa em Administração); 1 a 10 1679-3951 reponame:Cadernos EBAPE.BR instname:Fundação Getulio Vargas (FGV) instacron:FGV |
instname_str |
Fundação Getulio Vargas (FGV) |
instacron_str |
FGV |
institution |
FGV |
reponame_str |
Cadernos EBAPE.BR |
collection |
Cadernos EBAPE.BR |
repository.name.fl_str_mv |
Cadernos EBAPE.BR - Fundação Getulio Vargas (FGV) |
repository.mail.fl_str_mv |
cadernosebape@fgv.br||cadernosebape@fgv.br |
_version_ |
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