Aprendizagem transformadora para o enfrentamento de dilemas sociais coletivos em ações extensionistas: um olhar sobre as experiências emocionais de professores de administração

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Reatto, Diogo
Brunstein, Janette
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Guedes, Liliana Vasconcellos
Domenico, Silvia Marcia Russi de
Nunes, Simone Costa
Quintão, Antonia Aparecida
Administração de Empresas
This thesis articulates the theoretical framework of the Sociology of Emotions with that of the Social Transformative Learning Theory in order to understand how the emotional experiences of management teachers from Brazilian public and private higher education institutions contribute to the engagement in the process of transformative learning towards the confrontation of collective dilemmas by their students. The argument to be defended is that the community outreach actions of management teachers have potential and are relevant to engage and transform the teacher himself, the student and their surroundings when permeated by emotional experiences that transcend the emotions focused on competitiveness, organizational functions, favoring the individual's connection with the community's collective dilemmas. To answer the research questions, a qualitative study was conducted, guided by the interpretative paradigm and supported by a phenomenological approach. Narrative interviews were conducted with sixteen undergraduate Management teachers from Brazilian higher education institutions who work on community outreach focused on actions towards changes towards a more sustainable society and that question existing models and practices. Written reports were collected from sixty students who participated in the respective community outreach. The results showed that: (1) Empathy, anguish and prosocial behavior were the cornerstones of the emotional experiences of the teachers interviewed. These elements, developed in primary socialization through the influence of their parents and teachers, allowed their community outreach pedagogical practices to address collective social problems; (2) Students engaged in community outreach actions by being exposed by their teachers to disorienting dilemmas related mainly to a teacher's personal struggle to form a conscientious administrator of social causes and a teacher's resistance to a limiting educational model in relation to environmental and social issues; (3) Students' reports about their involvement in community outreach actions indicate that they provided much more exposure to collective problems than the possibility of transforming their reference models. Even so, students and teachers pointed out that the skills acquired by the students were those centered on self-development such as communication, oratory and leadership, as well as those focused on the more integral formation of the individual as a social and environmental concern; motivation for social change; social responsibility and be able to see new possibilities for inclusive business; (4) Teachers reported much difficulty reaching the outside community and changing reality. The main difficulties were the lack of encouragement and support from the municipalities and the educational institution itself for the execution of community outreach; poor involvement and lack of community commitment to maintain projects over time. Students were more optimistic to see the transformation in the other because their action was oriented to a specific task, that is, their focus was to solve the other's problem and not necessarily think reflexively and critically about their own assumptions. The results of this research have implications for teachers, students and educational institutions in order to achieve a less self-centered and more common-oriented administration: (1) create spaces in the disciplines so that the emotional experiences of teachers and students can emerge and can be worked on; (2) foster the interdisciplinarity of teaching and research for problem solving; (3) encourage and support the creation and strengthening of student entities as a form of collective action to reformulate education; (4) Rethink higher education so that community outreach actions guide it and not the other way around.
emoções , aprendizagem transformadora social , dilemas sociais coletivos , extensão universitária , formação do administrador
REATTO, Diogo. Aprendizagem transformadora para o enfrentamento de dilemas sociais coletivos em ações extensionistas: um olhar sobre as experiências emocionais de professores de administração. 2020. 212 f. Tese (Doutorado em Administração de Empresas) - Universidade Presbiteriana Mackenzie, São Paulo, 2020.