Transformative Learning Theory: Contributions to Management Education Oriented to Sustainability

• Autor(a) principal: Closs, Lisiane
• Data de Publicação: 2014
• Outros Autores: Antonello, Claudia Simone
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: RAM. Revista de Administração Mackenzie
• Texto Completo: https://editorarevistas.mackenzie.br/index.php/RAM/article/view/4877
• topic: Transformative Learning; Critical Reflection; Education for Sustainability; Sustainable Development; Life History; Aprendizaje Transformativo; Reflexión; Educación para la Sostenibilidad; Desarrollo Sostenible; Historia de Vida; Aprendizagem Transformadora; Reflexão Crítica; Educação para Sustentabilidade; Desenvolvimento Sustentável; História de Vida

This study aimed to understand transformative learning processes – aiming at conscious changes in individuals’ frames of references, through critical reflection on assumptions – that occurred among managers. We investigated their perception about the impact of contemporary problems focusing, in particular, issues related to sustainable development, debating the role of management education in its development. The life history method was adopted to carry out the research since it favors the study of management learning processes, allowing the personal, historical, social, institutional and political contextualization of narratives. Seven managers were interviewed, including genders, different age groups, higher education programs, positions and experiences in various sectors, who attended to Masters Courses in different institutions, obtaining sufficient data to analyze and to achieve the proposed objective. The findings show that transformative learning theory and its processes: (a) cannot occur individually, in the midst of contrary social and corporate pressures, but as a process of collective transformation shared by others, amid social and cultural changes, (b) open possibilities for management education that seeks to develop a critical and reflective posture, taking into account the subjectivity of individuals and more inclusive and participatory visions that education for sustainability requires, (c) make it possible the critical insertion of managers in society, incorporating in the teaching and learning process, the social, political, cultural and historical dimensions beyond the intellectual, emotional and moral and not just the economical,  favoring sustainable development. We suggest carrying out an action research incorporating the fundamentals of transformative learning in management education programs that encourage sustainability given the potential benefits of critical reflection to achieve its goals.