Aprendizagem expansiva na adoção de novas sistemáticas de controle em uma instituição de ensino superior

• Ano de defesa: 2012
• Autor(a) principal: Strozzi, Leticia de Lima
• Tipo de documento: Dissertação
• 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 expansiva; Aprendizagem na perspectiva sociocultural; Instituição de ensino superior; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2969

This study aims to determine how was the learning process in adopting a new system of control in a higher education institution, located in Campo Largo, Parana. It is conducted on the basis that the environment of the educational institution is conducive to learning, since the characteristics of these organizations of this size are facilitating this process by providing conditions for collaboration and involvement of all the processes of IES, important for the sociocultural perspective on learning. Under the assumptions of the theory of expansive learning, seeks to assess to what extent one can, in a small higher education institution, observing the learning cycle considering the principles governing this theory. It attempts to describe the environmental context of IES and its characteristics, the systems were observed activity where new practices, the learning cycle has gone through, and finally, the conditions facilitating and limiting the process of expansive learning. For this purpose, we use the research design of the case study. The nature of the study is exploratory and descriptive, conducted by a cross-sectional and longitudinal scan. The research first carried out document analysis and content of secondary data and then performed the analysis of narrative and direct observation. From the results obtained, the following findings are noted: first, the higher education institution's conditions of organizational learning in sociocultural perspective, as it provides an environment for this. Second, the changes due to external influences are resisted, especially when coming from more advanced systems. Third, decision-making related to the sponsor of the IES allows little participation in decisions of other levels of system changes and the creation of new practices. Still, the educational institution the participation feature is very strong, so that employees are active members of new practices when its implementation and monitoring. It is emphasized that the principle of multivoicedness Theory of Expansive Learning should be further explored, especially in activities related to financial issues, where participation is restricted to administrative direction and advice. However, participation in other activities is active, bringing important suggestions for the development of new activity.