Implicações do ambiente de aprendizagem na formação de mestres profissionais.

• Ano de defesa: 2016
• Autor(a) principal: Silva, Mary Dayane Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Administração; Programa de Pós-Graduação em Administração; UFPB
• Palavras-chave em Português: Ambiente de aprendizagem; Learning environment; Mestrado profissional; Experiências; Formação; Professional masters; Experiences; Formation; CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8606

This study was aimed at analyzing the implications of the learning environment in the training of graduates of the Professional Master's in Business Administration. To help achieve the main objective, three specific objectives were established: (a) characterize the learning environment experienced by the Professional Master graduates; (b) identify the experiences of the graduates during the MP in the learning environment; and, (c) identify the dimensions of the implications of physical, psychological, social and technological learning environment in the formation of a professional master's degree in administration. To make the achievement of objectives, a survey was conducted of the qualitative type of exploratory nature. The research was conducted with the Professional Master in Business Administration graduates, linked to the Professional Master in Management In Organizations Learners (MPGOA) of the Federal University of Paraíba (UFPB). In total, participated 11 alumni from different classes who finished the course until 2014. The script was divided into five parts in order to cover every dimension of the learning environment. Analysis of the data came from a comprehensive-interpretative analysis buoyed by the guidelines of Silva (2006). The results indicate amplitude of the interconnection of the dimensions that make up the learning environment, namely: (a) Physical: design right conditions in place for the development of learning to relate the classroom content with the practice of so management structure the learning context; (b) Psychological: enables rethink the teacher-student relationship that may inhibit the development of self-directed actions by the students, from the personal and emotional maturity of this relationship; (c) Social: expands the various professional experiences, from the development of interpersonal and social relationships present in the sharing of experiences that expand the network; (d) Technology: provides an opportunity to share information, knowledge and experience that allow building learning in real time through the flexibility brought about by the use of technological resources in teaching. In addition, it was observed that the inter-relationship between each dimension of the learning environment in the MP made possible a thorough overview of this relationship, a constitutive perspective include eight elements interconnected with each other, resulting from the correlation of physical, psychological, social and technological learning. Such elements directly affect the transformation of knowledge developed during the formation of these subjects. The findings also reveal that each dimension of the MP's learning environment has great potential transformative crucially on the way design to be followed by students and how the experiences from these environmental dimensions, they have great responsibility for how these individuals conduct their experiential learning built this universe.