O desenvolvimento da racionalidade sustentável crítica e transformadora: uma análise de experiências de ensino e aprendizagem em cursos de pós-graduação em gestão

• Ano de defesa: 2018
• Autor(a) principal: Brunnquell, Claudine
• Orientador(a): Brunstein, Janette
• Banca de defesa: Sambiase, Marta Fabiano , Coelho Júnior, Pedro Jaime de , Rodrigues, Andrea Leite , Curi, Denise Pereira
• Tipo de documento: Tese
• 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: racionalidade sustentável; reflexão crítica; aprendizagem transformadora; cursos de gestão; experiências de ensino-aprendizagem
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO DE EMPRESAS
• Link de acesso: http://dspace.mackenzie.br/handle/10899/23322

The aim of this thesis was to understand the development of a critical and transformative sustainable rationality, based on teaching-learning experiences in postgraduate courses in sustainability, as well as to analyze how these teaching-learning experiences materialize in new actions or practices in the students' workfield. From a qualitative critical interpretative approach, we analyzed the teaching-learning experiences of students in two postgraduate sustainability courses located in Brazil. For the construction of the data, we used interviews with coordinators, teachers and students, non-participant observation, documental analysis and written work. For the analysis of the critical reflection we used Kember et al (2008) and Mezirow (1991). For the evaluation of the transformative learning processes we used King (2004, 2009) and Kitchenham (2008). Considering two levels of reflection - reflection about sustainability (problem-solving) and critical reflection for sustainability (problem-posing), the latter being the driving force for a profound change, the results show that there are some students that dive to a more substantive discussion and go beyond instrumental reflection and problem-solving. The same has happened with transformational experiences, which, while students are not reaching their deepest level, at least they are emotionally open and permeable to change. By mapping the content of the reflections and transformations experienced by the students, the results showed that these reflexive and transforming processes are part of a continuum, a non-sequential process, in which critical and noncritical questions and more or less profound transformations are developed throughout the process. And these inconstancies are essential for the development of sustainable critical rationality. However, if on the one hand, the student reports reflections that can be considered critical, as well as describe significant transformations of mental models, on the other hand, it was possible to observe that the materialization of teaching-learning experiences in the practice of these professionals is not yet consolidated. Students are leaving these courses with little space to perform within the companies. Courses have been losing students, and there is a process of 'juniorization' over the years. They no longer belong to the upper levels, having little decision-making power and autonomy within organizations to change their work practice and much less the usual way companies act. As a consequence, these courses are forming a professional lost in their identity. Even if there is a generation that is questioning the management models and seeking an education for sustainability, the risk is that these courses are training professionals with the mentality that the company seeks, that is, within the logic of the mainstream, or even, training low-level professionals or non-leadership. Even if students have presented critical thinking for sustainability, the focus of teaching is still on problem-solving, and their critical and transformative potential is minimized. Although these courses have an important social function, playing a role in developing critical and transformative rationality and functioning as spaces for learning, reflection, transformation and sharing of ideas, they serve a market demand and are also subject to the idiosyncrasy of the corporate world. This research contributes to the understanding of the contents of the reflexive processes and of the transformation of the professionals that are in these programs, as well as of the dilemmas, limits and contradictions immersed in these formative proposals.