Normativo ou vivencial?: uma análise do projeto pedagógico do curso de Administração nas instituições de ensino superior sob a ótica da aprendizagem organizacional

• Ano de defesa: 2016
• Autor(a) principal: Pereira, Rafael Deolindo
• Orientador(a): Nicolin, Alexandre Mendes
• Banca de defesa: Nicolin, Alexandre Mendes, Freitas, Angilberto Sabino de, Irigaray, Hélio Arthur Reis
• 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 superior; Aprendizagem organizacional; Universidade e faculdades
• Área do conhecimento CNPq: ADMINISTRAÇÃO
• Link de acesso: http://localhost:8080/tede/handle/tede/123

The Educational Project Management of the Degree Course figure both as a legal and strategic nature tool for higher education institutions. However, there are few cases in which the processes of design and use of an organizational tool appear as varied and different ways, creating a gap between what might be termed Regulatory PPC and Experiential PPC. Based on this scenario, the central objective of this study is to investigate which aspects of the PPC in the Administration Course in HEIs can be understood as an organizational learning tool by the theoretical concepts of communities of practice. The work consisted of a quantitative study of non-experimental descriptive, based on the survey mode with bibliographical research, data collection with questionnaires in the survey method and subsequent analysis of clusters by the two-step method. At the end of the study, the existence of two distinct strands indications were determined encompassing the design process and use of the Board of PPC in HEIs: a normative nature with the subdivisions of legal PPC and Bureaucratic PPC, another experiential nature with divisions strategic PPC and PPC as organizational learning tool. Field results pointed to the understanding of PPC while shared repertoire, but showed no evidence of the development dimensions together and mutual engagement. There were perceived strong differences between the public and private IHE scenarios within the parameters studied.