Fatores que funcionam como inibidores ao surgimento de comunidades de prática em organizações

• Ano de defesa: 2014
• Autor(a) principal: CHIAPPA, Denise Schmitz
• Orientador(a): SOUZA-SILVA, Jader Cristiano de
• Banca de defesa: PAIXÃO, Roberto Brazileiro, MENDES, Victor Marcelo Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Salvador
• Programa de Pós-Graduação: Administração
• Departamento: Administração
• País: Brasil
• Palavras-chave em Português: Comunidades de prática; Aprendizagem socioprática; Cultura organizacional de aprendizagem
• Área do conhecimento CNPq: Ciências Sociais Aplicadas
• Link de acesso: http://teste.tede.unifacs.br:8080/tede/handle/tede/513

Knowledge is the most important resource of an organization, because organizational learning becomes a key for companies who wish to keep in a highly competitive market process. Thus, the sociopratic learning programs arise as a means to completely socialize knowledge and efficienty. Among these programs possibilities, this work stands out communities of practice: learning as social practice, where knowledge is valued in its entirety (in its tacit and explicit dimensions). Besides showing a broad view of the subject, this paper makes a theoretical review of the social practice learning and the concept of communities of practice, highlighting its elements, stages, dimensions, features and its benefits for organizational learning. The purpose of this study is to identify the factors that act as inhibitors to the emergence of communities of practice in organizations. To fulfill the objective of the research were collected and analyzed by the discourse of the collective subject (DSC) method qualitative and quantitative character, testimony from 40 questionnaires answered by professionals from four companies. The analysis of the responses of professionals offer a perception that knowledge within organizations, still gives the traditional way and hence the organizational culture does not encourage social practice learning into believing that there is inhibitory to the emergence of communities of practice factors.