Ingredientes da Aprendizagem Social: um estudo na cozinha de um restaurante da grande São Paulo

• Ano de defesa: 2013
• Autor(a) principal: Fonseca, Sérgio Ademar
• Orientador(a): Godoy, Arilda Schmidt
• Banca de defesa: Antonello, Cláudia Simone , Alves, Mário Aquino , Ferreira, Jorge Flavio , Bido, Diógenes de Souza
• 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: Administração
• País: BR
• Palavras-chave em Português: teoria da aprendizagem social; estética nas organizações; profissionais de cozinha
• Palavras-chave em Inglês: social learning theory; aesthetics in organizations; kitchen professionals
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/23217

This study aimed to seek answers to the following research question "How does the learning process of professional from a kitchen of a restaurant occurs, what are the elements which characterizes it as social learning and what is the role of the Head Chef in this process?". To be able to answer the question, a general objective was established to perform the description and interpretation of social learning processes present in the work of professionals in the kitchen of a restaurant in the metropolitan Sao Paulo area. Three specific objectives were also established: a) to describe the workplace and show the daily activities of the professionals working at the kitchen, b) identify and analyze work and learning processes adopted by the professionals mentioned, and c) to interpret the learning occurring in the workplace studied by the lens of social learning theory of Bente Elkjær and theoretical elements presented by Antonio Strati and John Dewey in relation to aesthetics in organizations. To find elements that could represent answers to the research question it were used ethnographic research techniques based on indications of André (1999). I remained in the field for 14 months, in total it was 62 days of participant observation, 1,156 photos were taken, 363 vídeos recorded with total duration of 12:48:15 hours, 11 in-depth interviews were conducted with every professional from the investigated kitchen, totaling 23:06:58 hours of recording material and 614 pages of transcriptions. For the organization of the final text I brought to the text narratives present both in the speeches of the participants, images were also used, as well as field diary notes and photographs. The text was organized through the narratives shared by the participants in based on Riessman (2008). I analyzed the elements and ingredients that made possible understanding the lessons learned through the Theory of Social Learning from Bente Elkjær. Sense and sensations activities present in the investigated material were analyzed by elements present in the work related to aesthetics from Antonio Strati and John Dewey. Based on the data analysis it was possible to answer the research question: learning at the professional kitchen occurs due to the presence and due to the shared common goals in the social world they belong to. They are the results of experiences, thoughts, habits and transactions in which they engage in their daily lives. The chef has a key role to share his knowledge and encourage the learning process with each member of his kitchen brigade, offering them the opportunity to perform new tasks, new elements to savor, to develop their senses and fully live the sensations found in each of the preparations that the group is involved. In addition to these roles, he has an obligation to govern with perfection the brigade, enabling each member to reach the acme of perfection in the execution of their work offering everyone the chance to taste each learning ingredient present in the social world of the kitchen.