Aprendizagem de grupo na construção da inteligibilidade da prática de coordenação de uma organização de ensino: um estudo em uma Escola Waldorf

• Ano de defesa: 2015
• Autor(a) principal: Pimentel, Ricardo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Positivo; Brasil; Pós-Graduação; Programa de Pós-Graduação em Administração; UP
• Palavras-chave em Português: Aprendizagem organizacional; Estudos em grupo - aprendizagem; Teoria de prática; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2804

The objective of the study was to understand how the group learning occurs by taking practice as the unit of analysis, and everyday life as the space for its observation and understanding. Therefore the phenomenon was focused as occurs among teachers who are involved collectively in the practice of coordinating a school in Curitiba / Brazil, which is managed according to the ideas of Anthroposophy and Waldorf education. The theoretical starting point is the field of organizational learning, in a particularly version inspired by the Theodore Schatzki’s practice theory based on a phenomenological perspective and the John Dewey’s pragmatism. In this version the practice and the construction of intelligibility are given in a transaction - mutual formation of individuals and organization. A concept of group learning emerged from the research, according to which is the construction, maintenance and reconstruction of the intelligibility of everyday practices, and these practices are understood as "organized human activities" supported by a sociomaterial arrangement (people, artifacts and objects), and expressed by "doings and sayings". These basic actions are interconnected through practical understandings, rules, teleo-affective structures and general understandings. Intelligibility is the meaning of the practices to the practitioners as an element from the constitution and reproduction of the social. The research is based on phenomenology as a method and ethnography as a research strategy, called phenomenological immersion. The unit of analysis was the practice of coordinating Turmalina Waldorf School at Curitiba / Paraná / Brazil, accessed through participant observation and deep interviews and double interviews. The analysis showed that this practice, as well as the construction of its intelligibility, are strongly constituted by the worldview and the elements of Anthroposophy and Waldorf education, and by objective conditions given by the spatio-temporal situation of the school, which occurs significantly in at least four aspects: (1) the collective experience of construction by the practice of school coordination group; (2) the way the group manages the material and symbolic resources necessary to conduct these practices, as well as the resources that emerge from them; (3) the conflicts, the contradictions and heterogeneity arising from the diversity in the group and the group from the outside world; and finally, (4) interconnects the practice of coordination with other practices, characterizing the group as a moving body. Finally, the analysis also showed that group learning can also be “learning-of-the-group”, and it occurs in the construction, maintenance and reconstruction of such practices and interconnections with other practices such as process and as a result, even before a problem has emerged explicitly. The work brings the contribution to the field of study: (1) efforts to overcome the subject-object dichotomy in social research; (2) the search for filling an identified gap in the study of organizational learning, treating it as a result and as a process; (3) further contributing to the construction of a methodology in according to multiparadigmatic approach.; (4) help to reveal forms of non-traditional management to the Administration academic world; and finally, the most important contribution (5) the work identified the "preinquiry" as a possible new view of group learning.