Reflexão crítica e aprendizagem transformadora no ensino de empreendedorismo social: uma análise do ponto de vista da aprendizagem dos alunos

• Ano de defesa: 2016
• Autor(a) principal: Santos, Carlos Jonathan da Silva
• Orientador(a): Brunstein, Janette
• Banca de defesa: Sambiase, Marta Fabiana, Guedes, Liliana Vasconcellos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Administração de Empresas
• Departamento: Centro de Ciências Sociais e Aplicadas (CCSA)
• País: Brasil
• Palavras-chave em Português: reflexão crítica; aprendizagem transformadora; ensino de empreendedorismo social; administração
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO DE EMPRESAS
• Link de acesso: http://dspace.mackenzie.br/handle/10899/23603

The overall objective of this study was to describe and analyze the reflection levels of students who have gone through a teaching-learning experience of social entrepreneurship (SE) in the light of the assumptions of critical reflection (CR) and transformative learning (TL). The importance of the SE education is the ability to cause an increase in social awareness and sensitize future managers to social problems that surround them, providing tools for them to create innovative solutions to these problems (PACHE; CHOWDHURY, 2012). What demand another look at the business purpose, with a balance between economic and social objectives (SINHA; PATHAK; THOMAS, 2014). However, for this to occur, it is necessary that the student is involved in a learning experience that gives you CR and TL. The research is anchored in Dewey (1959), Brookfield (1995, 1998) and Mezirow (1978, 1998, 2009, 2010) to discuss CR, especially in Mezirow (1978) to deal with TL. To conduct the assessment of levels of reflection these students appealed to Kember et al. (2008). The study was made by the analysis of 161 reports produced by a group that studied the discipline of SE over a semester. Also analyzed were 38 responses from a script of open questions constructed by the researcher, inspired by King (1998), which the students answered at the end of the course. The analysis also included classroom observations. The researcher followed all classes taught in class during the semester and conducted an interview with the teacher who taught the subject. Kember et al. (2000) state that there is a series of courses aimed at their students develop a reflective thought, however, did not give due attention to the evaluation of the student body reflection levels. Therefore, this research aimed to fill this gap, in view of the growing importance of SE in business schools (BROCK; KIM, 2011). The results indicate, first, that there was an evolution during the semester. The pedagogical experience that experienced meant that students understand that there are other prospects in the business world in the light of SE. A significant portion of the students showed an increase at the end of the course, as many left the habitual action and understanding and passed for reflection, indicating even that could see as potential social entrepreneurs. On the other hand, very little was observed for critical reflection and transformative learning effectively. Most students remained at the level of understanding only, and a number of them had ambiguous positions since the beginning of the semester gave evidence that understood the concepts of SE and, ultimately, their responses indicated a nonreflective stance. These results show the challenge of teaching SE and difficulties in promoting CR and TL in the context of a single discipline. As contributions, research: a) presents a discussion of the reflection levels achieved by students in training proposals whose keynote involves a change in assumptions in entrepreneurial action; b) describes a monitoring and evaluation experience a process of teaching and learning in the light of critical reflection and transformative learning theories that can be reproduced and improved in future studies.