Necessidades e processos de tutorização organizacional: estudo com docentes da Universidade Federal de Minas Gerais

• Ano de defesa: 2017
• Autor(a) principal: Mara Cristina Gomes Rosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Avaliação de programas; Tutorização organizacional; Universidade; Avaliação intitucional; Servidor público; Universidade Federal de Minas Gerais; Organização; Psicologia
• Link de acesso: http://hdl.handle.net/1843/BUBD-AQNFL3

This study addressed the tutorial program of teachers in probationary stage of the Universidade Federal de Minas Gerais (UFMG), with the aim of analyzing the development of organizational tutoring, in its limitations, achievements and perspectives. This tutoring runs during the probationary stage of the federal civil servants (teachers or technical-administrative), corresponding to the first three years of work (Constitutional Amendment 19/1998). The theoretical framework is composed by the brief presentation of the review on through three specific objectives: 1) To identify the tutoring functions that effectively take place during the probationary stage of the teachers according to their time of service (first three years); 2) To identify the involvement between tutors and tutored in the process of organizational tutoring; 3) To evaluate the institutionalization of the organizational tutoring program of UFMG teachers. In reference to the method, I conducted interviews with dyads (tutors and tutored) and key people, as well as documentary research. Therefore, I applied methodological triangulation, a strategy recommended for the evaluation of a program. I organized the collected documents and the transcription of the interviews in databases of the QDA Miner program for the accomplishment of the content analysis, applying categorization. The results indicated that: coaching and counseling are the most used tutorial features in the tutoring process; the involvement between tutors and tutoreds is that of a professional relationship; the probationary stage process and the tutoring are understood predominantly as bureaucratic actions; the institutionalization of the UFMG tutoring program is fragile; and the tutoring delineates more as an action that as a program. This work contributed to raise important aspects about the tutoring of the teachers in the UFMG and can be a starting point for its improvement. In addition, its outcomes have the potential to provide support ofr reflection and discussions in several spheres such as in other universities, in teachers' associations, in government, and for teachers or other civil servants who are or may be in the role of tutors..