A aprendizagem baseada em problemas na percepção dos estudantes e professores do curso de Administração

• Ano de defesa: 2014
• Autor(a) principal: Guedes, Karine de Lima
• Orientador(a): Andrade, Rui Otávio Bernardes de
• Banca de defesa: Andrade, Rui Otávio Bernardes de, Nicolini, Alexandre Mendes, Freitas, Jorge Augusto de Sá Brito e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Grande Rio
• Programa de Pós-Graduação: Programa de Pós-Graduacão em Administração
• Departamento: Unigranrio::Administração
• País: Brasil
• Palavras-chave em Português: Administração; Ensino; Aprendizagem
• Área do conhecimento CNPq: ADMINISTRAÇÃO
• Link de acesso: http://localhost:8080/tede/handle/tede/237

The aim of this study was to investigate the impact of the use of Problem Based Learning (PBL) in the perception of students and teachers in an institution of higher education. The study is part of a qualitative research approach, it seeks to analyze a proposal of PBL in teaching, research universe as having teachers and students face undergraduate degree in Business Administration, a private institution of higher education. The analyzed subjects were students enrolled in the first period of the second half of 2013 and the teachers who have taught in the second semester of the year 2013, the following disciplines on campus Lapa: Executive Functions Management, Sociology of Organizations, Theories of Evolution administration, management Challenges and Development of Economic Theories. To collect data from teachers, we used the technique of semi-structured interview, and for students, we used the technique of Focus Group (FG). The Problem-Based Learning (PBL) has a potential to develop skills and attitudes in an integrated manner, and thus the process of improving teaching and learning. The PBL is considered a didactic proposal for the purpose of obtaining knowledge through problem solving and encompasses many disciplines while allowing the student a comprehensive knowledge, enabling interactivity between disciplines and between students and teachers, motivating students to thinking, reflecting, researching, questioning and seeking not only a solution, but several for the same issue. From the survey, it was observed that the PBL method, besides bringing students and teachers to a more fruitful coexistence, enabled students to develop a critical sense that until then had not improved and the requirement of the teamwork, expanding view of the problem, providing opportunities for wider research, improving reasoning and creativity.