SILÊNCIOS DA DIVERSIDADE NA FORMAÇÃO DOS ADMINISTRADORES

• Ano de defesa: 2014
• Autor(a) principal: Pinheiro, João Luís Alves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Estudos Pós-graduados em Política Social; Serviço Social
• Palavras-chave em Português: Currículo escolar; Diversidade cultural; Administração; Identidade; School curriculum; cultural diversity; Administration; Identity; CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL
• Link de acesso: https://app.uff.br/riuff/handle/1/20741

This is an exploratory research that addresses the issue of diversity in the administration area and how is treated by staff who were administrators. Surveys were conducted in courses considered high performance offered by federal institutions of higher education, using as criteria the quality of teaching, the assessment made by such courses market, innovation capacity, the provision of post-graduate studies programs in Administration area, the results of student performance and assessment index of the course offering with IGC 4. Professors and coordinators who made up the NDEs of IFES research subjects were. Through the Fields Theory Bourdieu's approach could theoretically support this argument, observing the relationships between types of capital involved in respect of the construction of curriculum of administration and teaching performance in the process. Established the need to understand the process of curriculum of this course and knowing what the space given the theme of diversity. Were identified as characteristics of the courses investigated the prevalence of professional content, the distance of the faculty of corporate routines, the distances of the bodies of professional representation and the fear of personal exposure of respondents promoted the discussion of diversity. How to approach strategy used for the inclusion of the topic in the training of students, specific and individual actions were mapped. Furthermore, we sought to identify the forms, attitudes, proposals and technologies used for the inclusion of diversity as well as identify the actors who pass this process. Finally presents the problems and difficulties that teachers encounter in this area to address this question, implying the involvement of academic and vocational training, with low recognition of this theme in the work of these professionals, the trend reproduction of exclusionary practices and poor adherence of the subject in the curriculum training. Key Words: Curriculum, Diversity, Identity and Administration