A importância do problem-posing na educação para sustentabilidade nos cursos de administração
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Arquivos
Tipo
Tese
Data de publicação
2021-02-20
Periódico
Citações (Scopus)
Autores
Santos, Carlos Jonathan da Silva
Orientador
Brunstein, Janette
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Bido, Diógenes de Souza
Curi, Denise Pereira
Sambiase, Marta Fabiano
Demajorovic, Jacques
Curi, Denise Pereira
Sambiase, Marta Fabiano
Demajorovic, Jacques
Programa
Administração de Empresas
Resumo
This thesis fits into studies focused on education for sustainability in Business
Administration courses and argues that promoting teaching-learning experiences
oriented towards problem-posing creates opportunities for teaching sustainability in
Business Schools to be potentially more transformative. To support this argument, the
objective was to discuss and evaluate the reflections of students submitted to the
analysis of a case study using a problem-posing (PP) and another problem-solving
(PS) protocol, in order to analyze possible benefits of each other from the point of view
of transformative learning (TL). To this end, protocols of teaching cases were
developed and applied from the perspective of PP and PS comparing them in relation
to the types of reflection achieved by students in a Business Administration course
who attended the discipline of Strategic Management for Sustainability (SMS). Among
the countless ways in which business-oriented education can be instigated in business
schools, it was felt that looking at the way we teach students to problematize socioenvironmental
demands and dilemmas in the classroom contributes to the
advancement of pedagogical experiences that seek to foster paradigmatic and
epistemological changes. Thus, by putting the PP debate in the Administration field as
another way of promoting this deeper change, it is intended to cover a gap in the
literature, especially under the approach of transformative learning from a social and
critical perspective. The study was composed of the analysis of written texts and
recorded audios of 173 students from three classes who took the SMS course. The
173 students were divided into groups of approximately four students, which totaled
44 groups, covering the three classes. All groups used the same teaching case;
however, 21 groups were guided by a PP protocol, and 23 groups were guided by a
PS protocol. After the students produced the texts and recorded the audios of the
discussions that emerged from the respective protocols, their reflections were
categorized and discussed in successive rounds of analysis and validation. The
analysis categories defined a priori followed Jack Mezirow's dimensions of reflection:
reflection of content, process and premise. Also, the groups that presented reflection
of the premise, again had their materials analyzed, by a posteriori categorization,
designed to understand whether the reflection of the premise was focused on an axis
of rational processes and means, of metaphors and assumptions, or even an
emancipatory axis, according to the theoretical framework of analysis constructed for
this purpose. The results showed that the content and process reflections appeared
similarly in the two protocols. However, the biggest difference appears when it is
observed for the premise reflection, since, in comparison with the PS protocol, almost
a quarter more of the PP protocol groups were involved in some form of premise
reflection, indicating that the protocol of PP made a difference. The study presents
theoretical and practical-methodological contributions, when discussing the meaning
of PP in the teaching of Administration oriented to sustainability in the light of TL
theories, and in making implications for students, teachers, business schools, as well
as for the construction of protocols and teaching materials that promote PP.
Descrição
Palavras-chave
problem-posing , problem-solving , aprendizagem transformadora , sustentabilidade , escolas de administração
Assuntos Scopus
Citação
SANTOS, Carlos Jonathan da Silva. A importância do problem-posing na educação para sustentabilidade nos cursos de administração. 2021. 213 f. Tese (Doutorado Administração de Empresas) - Universidade Presbiteriana Mackenzie, São Paulo. 2021.