Práticas educativas no ambiente corporativo: limites e possibilidades da ergoformação

• Ano de defesa: 2023
• Autor(a) principal: Bruno Vasconcelos Morais
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Docente corporativo; Ergoformação; Didática; Praticas educativas nas empresas; Ergologia
• Link de acesso: http://hdl.handle.net/1843/60937

The present study aims to investigate one of the numerous contradictions of capitalism: the worker's training process promoted by the company itself. With the premise of the possibility for educators working in corporate environments to mediate the interests of both the company and the workers in the process of professional training and qualification, this study examines the intricate relationship between capital and education within the company. In the current production model, companies and workers seek mechanisms to adapt to the pace and intensity of changes in the world of work. One of these alternatives is the adoption of educational practices subordinated to capital. This reality is not extensively systematized in academic circles from an educational perspective, which motivated the research development in conjunction with PROMESTRE - FAE - UFMG. The objective of this work is to understand whether the educational practices of educators within the company align with the concept of "ergoformation." Additionally, it aims to identify the fields of action and the knowledge of professionals involved in promoting continuous worker training within companies. To achieve these goals, a qualitative research approach was employed, using an electronic questionnaire and semi-structured interviews. Through thematic analysis of the data, it was possible to identify a formalized process of educational practices in organizations, devised and implemented by professionals who draw upon their own work experiences, with or without pedagogical training, and who possess a certain degree of autonomy within the companies. Consequently, the stance adopted by these professionals is crucial for the organization's pedagogical project. Additionally, it is noticeable that the pedagogical training of corporate educators is of little relevance to companies. The observed elements indicate that the educational practices of these educators share similarities with the concept of "ergoformation," although... Finally, it is believed that this work and its resulting product (the proposal for corporate educator training) may offer an alternative perspective on the relationship between worker training and company interests, as well as contribute to the expansion of the debate on Labor and Education.