Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo
Ano de defesa: | 2013 |
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Autor(a) principal: | |
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Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Não Informado pela instituição
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Link de acesso: | http://hdl.handle.net/10438/11023 |
Resumo: | In this study we analysed the teaching practices of professors of three master and doctorate programs in administration from Rio de Janeiro and one from Rio Grande do Sul. By a constructivist approach, we seek to understand how this epistemology fits into the managers and professors education. The theoretical starting points were the multiple teaching approaches, the situated learning and the communities of practice. The research results were analysed using content analysis. Through this technique we constructed seven categories of analysis, namely: learning, evaluation, community of practice, socio-historical-cultural-context, education, teaching practices and professor-student relationship. We concluded in this research that teaching practices lighted up by the constructivism are inserted into the managers and professors education through micro-processes of learning that consider the socio-historical-cultural context where the student is situated, which emphasize the social learning and encourage the construction of communities of practice. Thus, teaching practices that appreciate the students context as exercises that seek to solve real problems and realistic simulation, or practices that aim to join theory and practice as the technical visit, the research group and the cases and practices that prefer the debate as the discussion of papers and the seminars are practices that can be called constructivist practices and are considered by educators that advocate the constructivism as the most effective practices for the managers and professors education |
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Repositório Institucional do FGV (FGV Repositório Digital) |
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Fernandes, Priscila PereiraEscolas::EBAPEGuedes, Ana LúciaAyrosa, Eduardo André TeixeiraGurgel, Claudio Roberto MarquesCavazotte, Flávia de Souza Costa NevesVergara, Sylvia Constant2013-08-06T12:03:01Z2013-08-06T12:03:01Z2013-06-28FERNANDES, Priscila Pereira. Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo. Tese (Doutorado em Administração) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 2013.http://hdl.handle.net/10438/11023In this study we analysed the teaching practices of professors of three master and doctorate programs in administration from Rio de Janeiro and one from Rio Grande do Sul. By a constructivist approach, we seek to understand how this epistemology fits into the managers and professors education. The theoretical starting points were the multiple teaching approaches, the situated learning and the communities of practice. The research results were analysed using content analysis. Through this technique we constructed seven categories of analysis, namely: learning, evaluation, community of practice, socio-historical-cultural-context, education, teaching practices and professor-student relationship. We concluded in this research that teaching practices lighted up by the constructivism are inserted into the managers and professors education through micro-processes of learning that consider the socio-historical-cultural context where the student is situated, which emphasize the social learning and encourage the construction of communities of practice. Thus, teaching practices that appreciate the students context as exercises that seek to solve real problems and realistic simulation, or practices that aim to join theory and practice as the technical visit, the research group and the cases and practices that prefer the debate as the discussion of papers and the seminars are practices that can be called constructivist practices and are considered by educators that advocate the constructivism as the most effective practices for the managers and professors educationNo presente estudo analisamos as práticas de ensino de docentes de mestrado acadêmico e doutorado em administração de três instituições do Rio de Janeiro e uma do Rio Grande do Sul. À luz da epistemologia construtivista buscamos compreender como essa epistemologia se insere na formação de gestores e docentes. Os pontos de partida teóricos foram as múltiplas abordagens de ensino, a aprendizagem situada e as comunidades de prática. Os resultados da pesquisa foram analisados com base na técnica da análise de conteúdo. Por meio desta técnica construímos sete categorias de análise, a saber: aprendizagem, avaliação, comunidade de prática, contexto sócio-histórico-cultural, educação, práticas de ensino e relação professor-aluno. Concluímos nessa pesquisa que as práticas de ensino à luz do construtivismo são inseridas na formação de gestores e de docentes por meio de microprocessos de aprendizagem que consideram o contexto sócio-histórico-cultural em que o aluno está inserido, que privilegiam a aprendizagem social e que incentivam a construção de comunidades de prática. Sendo assim, práticas de ensino que apreciam o contexto do aluno como os exercícios que buscam resolver problemas reais do dia-a-dia e a simulação realista, ou que visam unir teoria e prática como a visita técnica, o núcleo de pesquisa e os estudos de caso e que privilegiam o debate como a discussão de artigos e os seminários são práticas que podem ser chamadas de práticas construtivistas e são consideradas, pelos educadores que defendem a epistemologia construtivista, como as mais eficazes para a formação de gestores e docentes em Administração.porMestrado e doutorado em administraçãoConstrutivismoConstructivismEnsino em administraçãoTeaching in administrationMaster and doctorate in administrationAdministração de empresasAdministração - Estudo e ensinoPrática de ensinoConstrutivismo (Educação)Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do 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 |
dc.title.por.fl_str_mv |
Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo |
title |
Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo |
spellingShingle |
Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo Fernandes, Priscila Pereira Mestrado e doutorado em administração Construtivismo Constructivism Ensino em administração Teaching in administration Master and doctorate in administration Administração de empresas Administração - Estudo e ensino Prática de ensino Construtivismo (Educação) |
title_short |
Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo |
title_full |
Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo |
title_fullStr |
Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo |
title_full_unstemmed |
Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo |
title_sort |
Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo |
author |
Fernandes, Priscila Pereira |
author_facet |
Fernandes, Priscila Pereira |
author_role |
author |
dc.contributor.unidadefgv.por.fl_str_mv |
Escolas::EBAPE |
dc.contributor.member.none.fl_str_mv |
Guedes, Ana Lúcia Ayrosa, Eduardo André Teixeira Gurgel, Claudio Roberto Marques Cavazotte, Flávia de Souza Costa Neves |
dc.contributor.author.fl_str_mv |
Fernandes, Priscila Pereira |
dc.contributor.advisor1.fl_str_mv |
Vergara, Sylvia Constant |
contributor_str_mv |
Vergara, Sylvia Constant |
dc.subject.por.fl_str_mv |
Mestrado e doutorado em administração Construtivismo Constructivism Ensino em administração |
topic |
Mestrado e doutorado em administração Construtivismo Constructivism Ensino em administração Teaching in administration Master and doctorate in administration Administração de empresas Administração - Estudo e ensino Prática de ensino Construtivismo (Educação) |
dc.subject.eng.fl_str_mv |
Teaching in administration Master and doctorate in administration |
dc.subject.area.por.fl_str_mv |
Administração de empresas |
dc.subject.bibliodata.por.fl_str_mv |
Administração - Estudo e ensino Prática de ensino Construtivismo (Educação) |
description |
In this study we analysed the teaching practices of professors of three master and doctorate programs in administration from Rio de Janeiro and one from Rio Grande do Sul. By a constructivist approach, we seek to understand how this epistemology fits into the managers and professors education. The theoretical starting points were the multiple teaching approaches, the situated learning and the communities of practice. The research results were analysed using content analysis. Through this technique we constructed seven categories of analysis, namely: learning, evaluation, community of practice, socio-historical-cultural-context, education, teaching practices and professor-student relationship. We concluded in this research that teaching practices lighted up by the constructivism are inserted into the managers and professors education through micro-processes of learning that consider the socio-historical-cultural context where the student is situated, which emphasize the social learning and encourage the construction of communities of practice. Thus, teaching practices that appreciate the students context as exercises that seek to solve real problems and realistic simulation, or practices that aim to join theory and practice as the technical visit, the research group and the cases and practices that prefer the debate as the discussion of papers and the seminars are practices that can be called constructivist practices and are considered by educators that advocate the constructivism as the most effective practices for the managers and professors education |
publishDate |
2013 |
dc.date.accessioned.fl_str_mv |
2013-08-06T12:03:01Z |
dc.date.available.fl_str_mv |
2013-08-06T12:03:01Z |
dc.date.issued.fl_str_mv |
2013-06-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
FERNANDES, Priscila Pereira. Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo. Tese (Doutorado em Administração) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 2013. |
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http://hdl.handle.net/10438/11023 |
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FERNANDES, Priscila Pereira. Práticas de ensino nos programas de mestrado acadêmico e doutorado em administração: considerações à luz do construtivismo. Tese (Doutorado em Administração) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 2013. |
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