Problem posing no ambiente corporativo: proposta e validação de um protocolo baseado nas premissas da reflexão crítica e aprendizagem transformadora

• Ano de defesa: 2021
• Autor(a) principal: Souza, Ricardo Alves de
• Orientador(a): Brunstein, Janette
• Banca de defesa: Bido, Diógenes de Souza , Ferreira, Jorge Flávio , Ipiranga, Ana Sílvia Rocha , Rodrigues, Andrea Leite
• 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: reflexão crítica; aprendizagem transformadora; posicionamento de problemas; organizações
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO DE EMPRESAS
• Link de acesso: https://dspace.mackenzie.br/handle/10899/28365

This thesis seeks to advance the discussion of problem positioning processes in organizations in the light of critical reflection and transformative learning theories, developing and validating a problem posing protocol, with a view to addressing the dilemmas of the organizational environment, and by argument that the exercise of problem posing contributes to managers questioning their own premises, going beyond the usual way of solving problems, based on problem solving logic. More specifically, the intention was: (a) to elaborate a problem posing protocol, based on the premises of critical reflection and transformative learning; (b) apply the protocol in a group of managers compared to another, without using this tool; (c) apply to a group of managers of an organization, based on an effective problem of that institution; (d) analyze to what extent this form of incentive to problematization encourages critical reflection and transformation in the studied groups; and (e) discuss the implications of using the protocol in the engagement of managers in critical-reflective and transformation processes. The theoretical framework articulates the literature of Dewey (1953), Schön (1993), Freire (1970) and Mezirow (1990), as the existing instruments in academic literature to encourage critical reflection and transformative learning, elaborated by Myran and Sutherland (2016). To carry out the study, a research design was built that included the triangulation of data for the application and validation of the protocol from a case-problem, the formation of focus groups, individual interviews on the use of the protocol in organizations and the application in an effective business problem. The collected information was analyzed by the necessary condition of Dul (2016, 2020) and by the meaning perspectives based on Mezirow (1990). It was concluded that, both in the focus groups in which the protocol based on the caseproblem was applied, as well as in the one applied in an organization, the exercise of problem posing open space for critical reflection, enhancing transformative learning. Metaphors emerged towards the reconfiguration of problems, self-reflection and problem posing of what was implicit in the problem-situation. About limitations, the traditional mental habit of analyzing the fact prevailed, given that there is a natural resistance to change in human beings. These results advocate the need to incorporate a culture oriented to problem posing, which overlaps with problem solving. At the end, the thesis presents theoretical contributions, bringing elements to understand the meaning of problematization in the organizational environment in a critical and applied, methodological perspective, suggesting stages of elaboration, if other researchers, or even business professionals, want to replicate or develop protocols similar to this thesis, and practices, highlighting the importance of the mediator of the protocol in its application in focus groups as a facilitator of the process of fostering critical reflection, as well as the emergence of self-reflection in managers to analyze the reality of their own companies in group use of the protocol.