Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração

Detalhes bibliográficos
Autor(a) principal: Bispo, Ana Carolina Kruta de Araújo
Data de Publicação: 2015
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/8271
Resumo: As its main objective, this thesis aimed to propose a learning system based on an experiential approach in order to contribute to the training of professional master’s in Management. Specific objectives were outlined, which were then fulfilled throughout three distinct, but interconnected, steps. The first objective sought to define the dimensions that incorporate a learning system in professional master’s courses (PMC). To this end, an exploratory stage was conducted, with the participation of graduate coordinators, former graduate coordinators and people connected to the Capes board of directors. The results of this stage led to the delimitation of four macro procedural dimensions: historical-legal, socio-cultural, economic and political. Additionally, they indicated fundamental elements towards the delimitation of four micro procedural dimensions, linked to theoretical aspects of experiential learning: learning environment, theoretical and methodological knowledge, professional and social experiences and reflective practice. The second objective sought to identify the process of training of master’s students based on the perception of teachers and PMC managers in Business Administration considering the micro procedural dimensions. This second stage was carried out by the application of an online and open-ended questionnaire, which revealed the importance of the four micro procedural dimensions in the training processes of the professional master’s students, the presence of experiential learning in each, and the strengthening of the linkages between them. To understand the implications of the proposed dimensions in the process of training of professional master’s students and to identify the importance of active teaching methodologies for PMC, corresponding to the third and fourth goals of the research, interviews with graduate coordinators and former graduate coordinators of PMC that reached concepts of 4 and/or 5 in the 2010-2012 triennial evaluation of Capes, were conducted. From the results, it was possible to reflect on the elements that comprise the system, the dimensions, allowing for adjustments in its configuration. Thus, five macro procedural dimensions: legal, social, political, economic and legitimacy; and four micro procedural dimensions: learning environment, theoretical, methodological and technological knowledge, professional experience and reflective practice; have been characterized. The existence of an institutional environment that influences the macro and micro procedural dimensions that needs to be observed by those who conduct the PMC has also been found. Thus, the learning system marked by the experiential approach and influenced by an institutional environment, as well as the training process marked by experiential learning, constitute the theoretical contribution of this thesis. Managers and PMC teachers will be able to reflect on the proposed learning system and this, in turn, may be able to assist them in the development of new PMC, or even to assist existing ones in finding their differentiation from academic master's courses (AMC), to improve its training process through the reworking of their curricula, as well as the change in training processes for more efficient use of student experience and the development of a reflective practice; aspects that reveal the practical contribution of this thesis. It also features a social contribution, since the study enabled the development of management skills aimed at social interests, contributing effectively to the concentration area of the Doctorate in Management of the PPGA/UFPB. Thus, from the proposed learning system it is possible to institutionalize a process of natural training in PMC, which contributes on the framing of an identity for these courses.
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spelling Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de AdministraçãoProposal for a system based on an experiential learning approach: a study in professional master’s graduate courses in managementAprendizagem ExperiencialExperiential LearningMestrado ProfissionalSistema de AprendizagemProfessional master’s coursesLearning systemCIENCIAS SOCIAIS APLICADAS::ADMINISTRACAOAs its main objective, this thesis aimed to propose a learning system based on an experiential approach in order to contribute to the training of professional master’s in Management. Specific objectives were outlined, which were then fulfilled throughout three distinct, but interconnected, steps. The first objective sought to define the dimensions that incorporate a learning system in professional master’s courses (PMC). To this end, an exploratory stage was conducted, with the participation of graduate coordinators, former graduate coordinators and people connected to the Capes board of directors. The results of this stage led to the delimitation of four macro procedural dimensions: historical-legal, socio-cultural, economic and political. Additionally, they indicated fundamental elements towards the delimitation of four micro procedural dimensions, linked to theoretical aspects of experiential learning: learning environment, theoretical and methodological knowledge, professional and social experiences and reflective practice. The second objective sought to identify the process of training of master’s students based on the perception of teachers and PMC managers in Business Administration considering the micro procedural dimensions. This second stage was carried out by the application of an online and open-ended questionnaire, which revealed the importance of the four micro procedural dimensions in the training processes of the professional master’s students, the presence of experiential learning in each, and the strengthening of the linkages between them. To understand the implications of the proposed dimensions in the process of training of professional master’s students and to identify the importance of active teaching methodologies for PMC, corresponding to the third and fourth goals of the research, interviews with graduate coordinators and former graduate coordinators of PMC that reached concepts of 4 and/or 5 in the 2010-2012 triennial evaluation of Capes, were conducted. From the results, it was possible to reflect on the elements that comprise the system, the dimensions, allowing for adjustments in its configuration. Thus, five macro procedural dimensions: legal, social, political, economic and legitimacy; and four micro procedural dimensions: learning environment, theoretical, methodological and technological knowledge, professional experience and reflective practice; have been characterized. The existence of an institutional environment that influences the macro and micro procedural dimensions that needs to be observed by those who conduct the PMC has also been found. Thus, the learning system marked by the experiential approach and influenced by an institutional environment, as well as the training process marked by experiential learning, constitute the theoretical contribution of this thesis. Managers and PMC teachers will be able to reflect on the proposed learning system and this, in turn, may be able to assist them in the development of new PMC, or even to assist existing ones in finding their differentiation from academic master's courses (AMC), to improve its training process through the reworking of their curricula, as well as the change in training processes for more efficient use of student experience and the development of a reflective practice; aspects that reveal the practical contribution of this thesis. It also features a social contribution, since the study enabled the development of management skills aimed at social interests, contributing effectively to the concentration area of the Doctorate in Management of the PPGA/UFPB. Thus, from the proposed learning system it is possible to institutionalize a process of natural training in PMC, which contributes on the framing of an identity for these courses.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESEsta tese teve como objetivo principal propor um sistema de aprendizagem baseado na abordagem experiencial a fim de contribuir na formação de mestres profissionais em Administração. Foram traçados objetivos específicos, os quais foram atendidos por meio de três etapas distintas, porém interligadas. O primeiro objetivo buscou delimitar as dimensões que integram um sistema de aprendizagem em cursos de mestrado profissionais (CMP). Para tanto, foi realizada uma etapa exploratória que teve a participação de coordenadores, ex-coordenadores e pessoas ligadas à diretoria da Capes. Os resultados desta etapa levaram à delimitação de quatro dimensões macro processuais: histórico-legal, sociocultural, econômica e política. Ainda, indicaram elementos fundamentais para a delimitação de quatro dimensões micro processuais, vinculadas a aspectos teóricos da aprendizagem experiencial: ambiente de aprendizagem, saberes teóricos e metodológicos, experiências profissionais e sociais e prática reflexiva. O segundo objetivo buscou identificar o processo de formação de mestres com base na percepção de professores e gestores de CMP em Administração a partir das dimensões micro processuais. Esta segunda etapa foi realizada por meio da aplicação de um questionário aberto on-line e revelou a importância das quatro dimensões micro processuais para os processos de formação de mestres profissionais, a presença da aprendizagem experiencial em cada uma, e o fortalecimento dos vínculos entre elas. Para compreender as implicações das dimensões propostas no processo de formação de mestres profissionais e identificar a importância de metodologias de ensino ativas para CMP, correspondentes aos terceiro e quarto objetivos da pesquisa, foi realizada uma entrevista com coordenadores e/ou ex-coordenadores de CMP que alcançaram conceitos 4 e/ou 5 na avaliação trienal 2010-2012 da Capes. A partir dos resultados, foi possível refletir sobre os elementos constitutivos do sistema, as dimensões, e possibilitou ajustes em sua configuração. Caracterizaram-se cinco dimensões macro processuais: legal, social, política, econômica e legitimação e quatro dimensões micro processuais: ambiente de aprendizagem, saberes teóricos, metodológicos e tecnológicos, experiências profissionais e prática reflexiva. Constatou-se também a existência de um ambiente institucional que influencia as dimensões macro e micro processuais que precisa ser observado por aqueles que conduzem os CMP. Assim, o sistema de aprendizagem balizado pela abordagem experiencial e influenciado por um ambiente institucional, bem como o processo de formação balizado pela aprendizagem experiencial, constitui a contribuição teórica desta tese. Os gestores e professores de CMP podem realizar reflexões sobre o sistema de aprendizagem proposto e este poderá lhes auxiliar na elaboração de novos CMP ou mesmo auxiliar os já existentes a encontrarem sua diferenciação em relação ao CMA, a melhorar seu processo de formação a partir da reelaboração de seus currículos, bem como a alterar nos processos de formação pela utilização mais eficaz das experiências dos alunos e do desenvolvimento da prática reflexiva, aspectos que revelam a contribuição prática desta tese. Também apresenta uma contribuição social, uma vez que o estudo possibilitou o desenvolvimento de conhecimentos de Administração voltados ao interesse social, contribuindo de forma efetiva para a área de concentração do Doutorado em Administração do PPGA/UFPB. Assim, a partir do sistema de aprendizagem proposto, é possível institucionalizar um processo de formação singular nos CMP, o que contribui para a formação da identidade destes cursos.Universidade Federal da ParaíbaBrasilAdministraçãoPrograma de Pós-Graduação em AdministraçãoUFPBSilva, Anielson Barbosa dahttp://lattes.cnpq.br/3405428972303042Bispo, Ana Carolina Kruta de Araújo2016-06-17T16:11:10Z2018-07-20T23:38:03Z2018-07-20T23:38:03Z2015-10-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfBISPO, Ana Carolina Kruta de Araújo. Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração. 252 f. Tese (Doutorado em Administração) – Programa de Pós-Graduação em Administração, UFPB, João Pessoa, 2015.https://repositorio.ufpb.br/jspui/handle/tede/8271porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-09-05T23:49:39Zoai:repositorio.ufpb.br:tede/8271Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-09-05T23:49:39Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração
Proposal for a system based on an experiential learning approach: a study in professional master’s graduate courses in management
title Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração
spellingShingle Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração
Bispo, Ana Carolina Kruta de Araújo
Aprendizagem Experiencial
Experiential Learning
Mestrado Profissional
Sistema de Aprendizagem
Professional master’s courses
Learning system
CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
title_short Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração
title_full Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração
title_fullStr Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração
title_full_unstemmed Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração
title_sort Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração
author Bispo, Ana Carolina Kruta de Araújo
author_facet Bispo, Ana Carolina Kruta de Araújo
author_role author
dc.contributor.none.fl_str_mv Silva, Anielson Barbosa da
http://lattes.cnpq.br/3405428972303042
dc.contributor.author.fl_str_mv Bispo, Ana Carolina Kruta de Araújo
dc.subject.por.fl_str_mv Aprendizagem Experiencial
Experiential Learning
Mestrado Profissional
Sistema de Aprendizagem
Professional master’s courses
Learning system
CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
topic Aprendizagem Experiencial
Experiential Learning
Mestrado Profissional
Sistema de Aprendizagem
Professional master’s courses
Learning system
CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
description As its main objective, this thesis aimed to propose a learning system based on an experiential approach in order to contribute to the training of professional master’s in Management. Specific objectives were outlined, which were then fulfilled throughout three distinct, but interconnected, steps. The first objective sought to define the dimensions that incorporate a learning system in professional master’s courses (PMC). To this end, an exploratory stage was conducted, with the participation of graduate coordinators, former graduate coordinators and people connected to the Capes board of directors. The results of this stage led to the delimitation of four macro procedural dimensions: historical-legal, socio-cultural, economic and political. Additionally, they indicated fundamental elements towards the delimitation of four micro procedural dimensions, linked to theoretical aspects of experiential learning: learning environment, theoretical and methodological knowledge, professional and social experiences and reflective practice. The second objective sought to identify the process of training of master’s students based on the perception of teachers and PMC managers in Business Administration considering the micro procedural dimensions. This second stage was carried out by the application of an online and open-ended questionnaire, which revealed the importance of the four micro procedural dimensions in the training processes of the professional master’s students, the presence of experiential learning in each, and the strengthening of the linkages between them. To understand the implications of the proposed dimensions in the process of training of professional master’s students and to identify the importance of active teaching methodologies for PMC, corresponding to the third and fourth goals of the research, interviews with graduate coordinators and former graduate coordinators of PMC that reached concepts of 4 and/or 5 in the 2010-2012 triennial evaluation of Capes, were conducted. From the results, it was possible to reflect on the elements that comprise the system, the dimensions, allowing for adjustments in its configuration. Thus, five macro procedural dimensions: legal, social, political, economic and legitimacy; and four micro procedural dimensions: learning environment, theoretical, methodological and technological knowledge, professional experience and reflective practice; have been characterized. The existence of an institutional environment that influences the macro and micro procedural dimensions that needs to be observed by those who conduct the PMC has also been found. Thus, the learning system marked by the experiential approach and influenced by an institutional environment, as well as the training process marked by experiential learning, constitute the theoretical contribution of this thesis. Managers and PMC teachers will be able to reflect on the proposed learning system and this, in turn, may be able to assist them in the development of new PMC, or even to assist existing ones in finding their differentiation from academic master's courses (AMC), to improve its training process through the reworking of their curricula, as well as the change in training processes for more efficient use of student experience and the development of a reflective practice; aspects that reveal the practical contribution of this thesis. It also features a social contribution, since the study enabled the development of management skills aimed at social interests, contributing effectively to the concentration area of the Doctorate in Management of the PPGA/UFPB. Thus, from the proposed learning system it is possible to institutionalize a process of natural training in PMC, which contributes on the framing of an identity for these courses.
publishDate 2015
dc.date.none.fl_str_mv 2015-10-16
2016-06-17T16:11:10Z
2018-07-20T23:38:03Z
2018-07-20T23:38:03Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv BISPO, Ana Carolina Kruta de Araújo. Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração. 252 f. Tese (Doutorado em Administração) – Programa de Pós-Graduação em Administração, UFPB, João Pessoa, 2015.
https://repositorio.ufpb.br/jspui/handle/tede/8271
identifier_str_mv BISPO, Ana Carolina Kruta de Araújo. Proposta de um sistema de aprendizagem à luz da abordagem experiencial: um estudo em cursos de mestrado profissional na área de Administração. 252 f. Tese (Doutorado em Administração) – Programa de Pós-Graduação em Administração, UFPB, João Pessoa, 2015.
url https://repositorio.ufpb.br/jspui/handle/tede/8271
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dc.publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Administração
Programa de Pós-Graduação em Administração
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Administração
Programa de Pós-Graduação em Administração
UFPB
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFPB
instname:Universidade Federal da Paraíba (UFPB)
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reponame_str Biblioteca Digital de Teses e Dissertações da UFPB
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