O programa de capacitação dos servidores técnico-administrativos em educação da Universidade Federal de Mato Grosso/Câmpus Rondonópolis : um estudo de caso na perspectiva da aprendizagem dialógica

• Ano de defesa: 2018
• Autor(a) principal: Neves, Natália Araujo Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Capacitação; Técnico-administrativo em educação; Aprendizagem dialógica; Educação corporativa; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Training; Technical administrative in education; Dialogical learning; Corporative education
• Link de acesso: http://ri.ufmt.br/handle/1/3207

This case study presents research done about PPGEdu, UFMT, and CUR. This study is linked to the research group, Public Educational Policies, whose main objective is to analyze the design and conception of the Technical-Administrative Servants staff members, regarding the training courses offered by UFMT. The following research question was asked: what is the perception of the Technical-Administrative staff working at UFMT/CUR about the courses offered by the training program of this institution? This research was inspired by the Theory of Communicative Action. It is a communicative case study, with six Technical-Administrative Servants working in Education at UFMT. The following topics are addressed: public administration, competent management, knowledge management, corporate education and dialogic learning. The analysis of the data was based on both the In-depth communicative interviews and the communicative discussion group. The Communicative Research methodology was used to interpret the data resulting in a synthesis the exclusion and transforming dimensions. The information gathered from the research reveals that the servers have many ideas that can contribute to the Training Program and that Dialogic Learning can bring relevant improvements to Corporate Education.