Construção social do conhecimento no ensino e na pesquisa em estratégia nos Mestrados Profissionais em Administração sob a ótica dos discentes

• Ano de defesa: 2017
• Autor(a) principal: Müller, Ana Carolina Mecabô
• Orientador(a): Walter , Silvana Anita
• Banca de defesa: Dal Vesco, Delci Grapégia , Carvalho, Luciano Castro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Administração – Mestrado Profissional
• Departamento: Centro de Ciências Sociais Aplicadas
• País: Brasil
• Palavras-chave em Português: Estratégia; Papel social; Ensino; Pesquisa; Construção social do conhecimento
• Palavras-chave em Inglês: Strategy; Social role; Teaching; Research; Social construction of knowledge
• Área do conhecimento CNPq: ADMINISTRACAO::ADMINISTRACAO PUBLICA
• Link de acesso: http://tede.unioeste.br/handle/tede/3502

This study aims to analyze, under the optics of the students, the social construction of knowledge in learning and research in Strategy in professional Masters in Administration in Brazil. As theoretical and empirical foundations for this research, the Sociology of Knowledge and the social role in the optics of Berger and Luckmann (2014) have been explored; as well as the body of knowledge in Strategy; the pedagogical choices when teaching Strategy and the researches developed in the area. An explanatory research has been conducted, using qualitative approach, corresponding to a multi-case study of 18 Post Graduate programs in Administration, professional variety. The primary data collection was realized through interviews with 30 students; and the secondary data was obtained through documents related to the object of the research, the teachers and the disciplines. The data collected from multiple origins was triangulated and the thematic analysis was used. Many actions related to teachers’ conduct in the classroom, the relationship with students and the assignment of activities could be perceived by analyzing teachers’ social roles, and its analysis showed the creation of this role is influenced by primary as well secondary socialization processes. As a pattern of conduct, it is possible to state that all works have been delivered and, in the students’ role, the regular activity identified by them is reading, followed by secondary activities. Concerning institutional conduct requirements, the analysis showed that the relationship among students is maintained by all the interviewees after the discipline is finalized and the student-teacher relationship is maintained by some of them, according to specific objectives. In regard to the body of knowledge, it was stated that the different concepts of Strategy were presented and discussed only in 6 of the disciplines; the remaining ones focuses on specific concepts studying the line of thought of more prolific writers. Many contents, tools and references which are used in the discipline were identified, demonstrating there is a fragmentation of the body of knowledge. When analyzing the pedagogical choices, it is possible to highlight two aspects: the need to enhance the theoretical studies and the discussions which stimulate critical thinking; and the importance of approaching organizational reality, not only related to the interviewees but also to future perspectives. Concerning researches developed in the field, few of the studied disciplines required students to write academic articles; nine interviewees who wrote their dissertations in this area, out of only three were in relation to research projects from their teachers and five related to their own professional areas or companies where the students work. The understanding of the continuation, specialization and creation of knowledge was enabled through questions related to the progress of the interviewees, as their acting as teachers and future researches. As theoretical contribution, the Sociology of Knowledge from Berger and Luckmann (2014) has been used in order to understand the development of the Strategy field and, as empirical contribution, to give information related to the practices being used, the critical points and the suggestions for the teaching and research of Strategy.