THE CONSTITUTION OF KNOWLEDGE IN THE
GRADUATION COURSES IN ADMINISTRATION IN THE FEDERAL UNIVERSITIES OF ESPÍRITO
SANTO, RIO DE JANEIRO AND SÃO PAULO STATES
Name: ROSIANE DA SILVA VIANA BOLZAN
Publication date: 09/08/2018
Advisor:
Name |
Role |
|---|---|
| SUSANE PETINELLI SOUZA | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| SUSANE PETINELLI SOUZA | Advisor * |
Summary: his research had as objective to analyze the constitution of the knowledge in the training in Administration in the undergraduate courses of the federal universities of the State of Espírito Santo, the State of Rio de Janeiro and the State of São Paulo. In an attempt to respond to this objective, an investigation was carried out in the profiles of the course and analyzed the knowledge and the subjects administrator. The methodological approach chosen for this study was that of Historical Analysis through the technique of documentary analysis. The production of the data was done through the analysis of a set of 08 (eight) pedagogical projects. The data extracted were included in the following subtopics: profile of NCDs, adaptive profile, focus on training competent professionals, teaching methodologies, mandatory knowledge of
management training, the question of producing an administrator profile and formalism in management teaching. The research provided an understanding that the knowledge prescribed in pedagogical projects of the courses of Graduation in Administration are constituted on the basis of an inflexible knowledge, that imposes a way of being administrator; that the teaching offered to the students is incompatible with the different spaces that the administrator can occupy; that those responsible for the development
of pedagogical projects are driven uncritically by the focus on developing
competencies, which leave them unable to perceive that guaranteeing professional skills implies understanding the conditioning factors that make up each student. There was also a need for a more comprehensive knowledge that makes possible ethical and responsible decision making, since students are hostages of restricted knowledge, which prevents them from seeing the influences of their actions in the decision-making process.
