A importância do problem-posing na educação para sustentabilidade nos cursos de administração
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | https://dspace.mackenzie.br/handle/10899/28366 |
Resumo: | This thesis fits into studies focused on education for sustainability in Business Administration courses and argues that promoting teaching-learning experiences oriented towards problem-posing creates opportunities for teaching sustainability in Business Schools to be potentially more transformative. To support this argument, the objective was to discuss and evaluate the reflections of students submitted to the analysis of a case study using a problem-posing (PP) and another problem-solving (PS) protocol, in order to analyze possible benefits of each other from the point of view of transformative learning (TL). To this end, protocols of teaching cases were developed and applied from the perspective of PP and PS comparing them in relation to the types of reflection achieved by students in a Business Administration course who attended the discipline of Strategic Management for Sustainability (SMS). Among the countless ways in which business-oriented education can be instigated in business schools, it was felt that looking at the way we teach students to problematize socioenvironmental demands and dilemmas in the classroom contributes to the advancement of pedagogical experiences that seek to foster paradigmatic and epistemological changes. Thus, by putting the PP debate in the Administration field as another way of promoting this deeper change, it is intended to cover a gap in the literature, especially under the approach of transformative learning from a social and critical perspective. The study was composed of the analysis of written texts and recorded audios of 173 students from three classes who took the SMS course. The 173 students were divided into groups of approximately four students, which totaled 44 groups, covering the three classes. All groups used the same teaching case; however, 21 groups were guided by a PP protocol, and 23 groups were guided by a PS protocol. After the students produced the texts and recorded the audios of the discussions that emerged from the respective protocols, their reflections were categorized and discussed in successive rounds of analysis and validation. The analysis categories defined a priori followed Jack Mezirow's dimensions of reflection: reflection of content, process and premise. Also, the groups that presented reflection of the premise, again had their materials analyzed, by a posteriori categorization, designed to understand whether the reflection of the premise was focused on an axis of rational processes and means, of metaphors and assumptions, or even an emancipatory axis, according to the theoretical framework of analysis constructed for this purpose. The results showed that the content and process reflections appeared similarly in the two protocols. However, the biggest difference appears when it is observed for the premise reflection, since, in comparison with the PS protocol, almost a quarter more of the PP protocol groups were involved in some form of premise reflection, indicating that the protocol of PP made a difference. The study presents theoretical and practical-methodological contributions, when discussing the meaning of PP in the teaching of Administration oriented to sustainability in the light of TL theories, and in making implications for students, teachers, business schools, as well as for the construction of protocols and teaching materials that promote PP. |
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2021-12-13T18:17:24Z2021-12-13T18:17:24Z2021-02-20SANTOS, Carlos Jonathan da Silva. A importância do problem-posing na educação para sustentabilidade nos cursos de administração. 2021. 213 f. Tese (Doutorado Administração de Empresas) - Universidade Presbiteriana Mackenzie, São Paulo. 2021.https://dspace.mackenzie.br/handle/10899/28366This thesis fits into studies focused on education for sustainability in Business Administration courses and argues that promoting teaching-learning experiences oriented towards problem-posing creates opportunities for teaching sustainability in Business Schools to be potentially more transformative. To support this argument, the objective was to discuss and evaluate the reflections of students submitted to the analysis of a case study using a problem-posing (PP) and another problem-solving (PS) protocol, in order to analyze possible benefits of each other from the point of view of transformative learning (TL). To this end, protocols of teaching cases were developed and applied from the perspective of PP and PS comparing them in relation to the types of reflection achieved by students in a Business Administration course who attended the discipline of Strategic Management for Sustainability (SMS). Among the countless ways in which business-oriented education can be instigated in business schools, it was felt that looking at the way we teach students to problematize socioenvironmental demands and dilemmas in the classroom contributes to the advancement of pedagogical experiences that seek to foster paradigmatic and epistemological changes. Thus, by putting the PP debate in the Administration field as another way of promoting this deeper change, it is intended to cover a gap in the literature, especially under the approach of transformative learning from a social and critical perspective. The study was composed of the analysis of written texts and recorded audios of 173 students from three classes who took the SMS course. The 173 students were divided into groups of approximately four students, which totaled 44 groups, covering the three classes. All groups used the same teaching case; however, 21 groups were guided by a PP protocol, and 23 groups were guided by a PS protocol. After the students produced the texts and recorded the audios of the discussions that emerged from the respective protocols, their reflections were categorized and discussed in successive rounds of analysis and validation. The analysis categories defined a priori followed Jack Mezirow's dimensions of reflection: reflection of content, process and premise. Also, the groups that presented reflection of the premise, again had their materials analyzed, by a posteriori categorization, designed to understand whether the reflection of the premise was focused on an axis of rational processes and means, of metaphors and assumptions, or even an emancipatory axis, according to the theoretical framework of analysis constructed for this purpose. The results showed that the content and process reflections appeared similarly in the two protocols. However, the biggest difference appears when it is observed for the premise reflection, since, in comparison with the PS protocol, almost a quarter more of the PP protocol groups were involved in some form of premise reflection, indicating that the protocol of PP made a difference. The study presents theoretical and practical-methodological contributions, when discussing the meaning of PP in the teaching of Administration oriented to sustainability in the light of TL theories, and in making implications for students, teachers, business schools, as well as for the construction of protocols and teaching materials that promote PP.Esta tese enquadra-se nos estudos voltados à educação para sustentabilidade nos cursos de Administração, e argumenta que promover experiências de ensinoaprendizagem orientadas para problem-posing cria oportunidades para que o ensino para sustentabilidade nas escolas de Administração seja potencialmente mais transformador. A fim de sustentar esse argumento, definiu-se como objetivo discutir e avaliar as reflexões de alunos submetidos à análise de um estudo de caso por meio de um protocolo problem-posing (PP) e outro problem-solving (PS), a fim de analisar possíveis benefícios de um sobre o outro do ponto de vista da aprendizagem transformadora (AT). Para tanto, foram desenvolvidos e aplicados protocolos de casos de ensino na perspectiva de PP e PS comparando-os em relação aos tipos de reflexão alcançados pelos alunos de um curso de Administração de Empresas que cursaram a disciplina de Gestão Estratégica para Sustentabilidade (GES). Dentre as inúmeras maneiras como se pode instigar uma educação orientada à sustentabilidade nas escolas de negócios, julgou-se que olhar para a forma como ensinamos os alunos a problematizar demandas e dilemas socioambientais na sala de aula contribui para o avanço das experiências pedagógicas que buscam fomentar mudanças de natureza paradigmática e epistemológica. Assim, ao colocar em debate PP no campo da Administração como mais uma forma de promover essa mudança mais profunda, pretende-se cobrir uma lacuna na literatura, sobretudo sob a abordagem da aprendizagem transformadora numa perspectiva social e crítica. O estudo foi composto pela análise de textos escritos e áudios gravados de 173 alunos de três turmas que cursaram a disciplina de GES. Os 173 discentes foram divididos em grupos de aproximadamente quatro alunos, o que totalizou 44 grupos, contemplando as três turmas. Todos os grupos usaram o mesmo caso de ensino; contudo, 21 grupos foram orientados por um protocolo de PP, e 23 grupos foram orientados por um protocolo de PS. Após os alunos produzirem os textos e gravarem os áudios das discussões que emergiram dos respectivos protocolos, suas reflexões foram categorizadas e discutidas em rodadas sucessivas de análise e validação. As categorias de análise definidas a priori seguiram as dimensões de reflexão de Jack Mezirow: reflexão de conteúdo, de processo e de premissa. Além disso, os grupos que apresentaram reflexão de premissa, novamente tiveram seus materiais analisados, por uma categorização a posteriori, desenhada para compreender se a reflexão de premissa era voltada para um eixo de processos racionais e meios, de metáforas e pressupostos, ou ainda um eixo emancipatório, conforme quadro teórico de análise construído para tal. Os resultados mostraram que as reflexões de conteúdo e de processo apareceram de forma semelhante nos dois protocolos. Porém, a maior diferença surge quando se observa para a reflexão de premissa, já que, em comparação com o protocolo de PS, quase um quarto a mais dos grupos do protocolo PP se envolveu em alguma forma de reflexão de premissa, indicando que o protocolo de PP fez diferença. O estudo apresenta contribuições teóricas e práticasmetodológicas, ao discutir o significado de PP no ensino de Administração orientado à sustentabilidade à luz das teorias de AT, e ao tecer implicações para os alunos, professores, escolas de negócios, bem como para a construção de protocolos e materiais didáticos que fomentem PP.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Presbiteriana MackenzieAdministração de EmpresasUPMBrasilCentro de Ciências Sociais e Aplicadas (CCSA)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessproblem-posingproblem-solvingaprendizagem transformadorasustentabilidadeescolas de administraçãoCNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO DE EMPRESASA importância do problem-posing na educação para sustentabilidade nos cursos de administraçãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisBrunstein, Janettehttp://lattes.cnpq.br/8568710701792092Bido, Diógenes de Souzahttp://lattes.cnpq.br/7757562071320086Curi, Denise Pereirahttp://lattes.cnpq.br/2672816460485562Sambiase, Marta Fabianohttp://lattes.cnpq.br/1235732641318213Demajorovic, Jacqueshttp://lattes.cnpq.br/9459149100534130http://lattes.cnpq.br/3930613556677621Santos, Carlos Jonathan da Silvaproblem-posingproblem-solvingtransformative learningsustainabilitybusiness schoolsreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIEORIGINALCARLOS JONATAHN.pdfCARLOS JONATHAN DA SILVA 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Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
A importância do problem-posing na educação para sustentabilidade nos cursos de administração |
title |
A importância do problem-posing na educação para sustentabilidade nos cursos de administração |
spellingShingle |
A importância do problem-posing na educação para sustentabilidade nos cursos de administração Santos, Carlos Jonathan da Silva problem-posing problem-solving aprendizagem transformadora sustentabilidade escolas de administração CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO DE EMPRESAS |
title_short |
A importância do problem-posing na educação para sustentabilidade nos cursos de administração |
title_full |
A importância do problem-posing na educação para sustentabilidade nos cursos de administração |
title_fullStr |
A importância do problem-posing na educação para sustentabilidade nos cursos de administração |
title_full_unstemmed |
A importância do problem-posing na educação para sustentabilidade nos cursos de administração |
title_sort |
A importância do problem-posing na educação para sustentabilidade nos cursos de administração |
author |
Santos, Carlos Jonathan da Silva |
author_facet |
Santos, Carlos Jonathan da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Brunstein, Janette |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8568710701792092 |
dc.contributor.referee1.fl_str_mv |
Bido, Diógenes de Souza |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7757562071320086 |
dc.contributor.referee2.fl_str_mv |
Curi, Denise Pereira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2672816460485562 |
dc.contributor.referee3.fl_str_mv |
Sambiase, Marta Fabiano |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1235732641318213 |
dc.contributor.referee4.fl_str_mv |
Demajorovic, Jacques |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/9459149100534130 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3930613556677621 |
dc.contributor.author.fl_str_mv |
Santos, Carlos Jonathan da Silva |
contributor_str_mv |
Brunstein, Janette Bido, Diógenes de Souza Curi, Denise Pereira Sambiase, Marta Fabiano Demajorovic, Jacques |
dc.subject.por.fl_str_mv |
problem-posing problem-solving aprendizagem transformadora sustentabilidade escolas de administração |
topic |
problem-posing problem-solving aprendizagem transformadora sustentabilidade escolas de administração CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO DE EMPRESAS |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO DE EMPRESAS |
description |
This thesis fits into studies focused on education for sustainability in Business Administration courses and argues that promoting teaching-learning experiences oriented towards problem-posing creates opportunities for teaching sustainability in Business Schools to be potentially more transformative. To support this argument, the objective was to discuss and evaluate the reflections of students submitted to the analysis of a case study using a problem-posing (PP) and another problem-solving (PS) protocol, in order to analyze possible benefits of each other from the point of view of transformative learning (TL). To this end, protocols of teaching cases were developed and applied from the perspective of PP and PS comparing them in relation to the types of reflection achieved by students in a Business Administration course who attended the discipline of Strategic Management for Sustainability (SMS). Among the countless ways in which business-oriented education can be instigated in business schools, it was felt that looking at the way we teach students to problematize socioenvironmental demands and dilemmas in the classroom contributes to the advancement of pedagogical experiences that seek to foster paradigmatic and epistemological changes. Thus, by putting the PP debate in the Administration field as another way of promoting this deeper change, it is intended to cover a gap in the literature, especially under the approach of transformative learning from a social and critical perspective. The study was composed of the analysis of written texts and recorded audios of 173 students from three classes who took the SMS course. The 173 students were divided into groups of approximately four students, which totaled 44 groups, covering the three classes. All groups used the same teaching case; however, 21 groups were guided by a PP protocol, and 23 groups were guided by a PS protocol. After the students produced the texts and recorded the audios of the discussions that emerged from the respective protocols, their reflections were categorized and discussed in successive rounds of analysis and validation. The analysis categories defined a priori followed Jack Mezirow's dimensions of reflection: reflection of content, process and premise. Also, the groups that presented reflection of the premise, again had their materials analyzed, by a posteriori categorization, designed to understand whether the reflection of the premise was focused on an axis of rational processes and means, of metaphors and assumptions, or even an emancipatory axis, according to the theoretical framework of analysis constructed for this purpose. The results showed that the content and process reflections appeared similarly in the two protocols. However, the biggest difference appears when it is observed for the premise reflection, since, in comparison with the PS protocol, almost a quarter more of the PP protocol groups were involved in some form of premise reflection, indicating that the protocol of PP made a difference. The study presents theoretical and practical-methodological contributions, when discussing the meaning of PP in the teaching of Administration oriented to sustainability in the light of TL theories, and in making implications for students, teachers, business schools, as well as for the construction of protocols and teaching materials that promote PP. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-12-13T18:17:24Z |
dc.date.available.fl_str_mv |
2021-12-13T18:17:24Z |
dc.date.issued.fl_str_mv |
2021-02-20 |
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.citation.fl_str_mv |
SANTOS, Carlos Jonathan da Silva. A importância do problem-posing na educação para sustentabilidade nos cursos de administração. 2021. 213 f. Tese (Doutorado Administração de Empresas) - Universidade Presbiteriana Mackenzie, São Paulo. 2021. |
dc.identifier.uri.fl_str_mv |
https://dspace.mackenzie.br/handle/10899/28366 |
identifier_str_mv |
SANTOS, Carlos Jonathan da Silva. A importância do problem-posing na educação para sustentabilidade nos cursos de administração. 2021. 213 f. Tese (Doutorado Administração de Empresas) - Universidade Presbiteriana Mackenzie, São Paulo. 2021. |
url |
https://dspace.mackenzie.br/handle/10899/28366 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Presbiteriana Mackenzie |
dc.publisher.program.fl_str_mv |
Administração de Empresas |
dc.publisher.initials.fl_str_mv |
UPM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Sociais e Aplicadas (CCSA) |
publisher.none.fl_str_mv |
Universidade Presbiteriana Mackenzie |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do Mackenzie instname:Universidade Presbiteriana Mackenzie (MACKENZIE) instacron:MACKENZIE |
instname_str |
Universidade Presbiteriana Mackenzie (MACKENZIE) |
instacron_str |
MACKENZIE |
institution |
MACKENZIE |
reponame_str |
Biblioteca Digital de Teses e Dissertações do Mackenzie |
collection |
Biblioteca Digital de Teses e Dissertações do Mackenzie |
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