Aprendizagem social de analistas judiciários na gestão cartorária do Tribunal de Justiça da Paraíba (TJPB)

• Ano de defesa: 2020
• Autor(a) principal: Silvany, Ramon Barreto Andrade
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Gestão Pública; Programa de Pós-Graduação em Gestão Pública e Cooperação Internacional; UFPB
• Palavras-chave em Português: Aprendizagem social; Interação social; Aprendizagem gerencial; Gestor cartorário; Social learning; Social interaction; Managerial learning; Notary manager; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/20862

This study aimed to analyze the context and the social learning process of judicial analysts in the notary management of the Paraíba Court of Justice (TJPB). The crisis of inefficiency in the Judiciary requires results-oriented action, especially in terms of administrative management and prioritization of the First Degree of Jurisdiction (Resolution CNJ n. 194/2014). Based on understanding the relevance of judicial registries as key pieces in the search for a faster and more effective Justice system, to understand the social learning process of notary administrators appears as a relevant contribution to training and development of managerial skills in the TJPB, in line with the National People Management Policy within the Judiciary Branch (Resolution CNJ n. 240/2016). The theoretical framework addressed the Social Theory of Learning, the social context of managerial learning and the Administration of Justice. The research was guided by a qualitative and exploratory approach, in an interpretive perspective, and used the Thematic Oral History method with the application of semi-structured interviews. Eight analysts working in different notary offices across the state participated in the survey. The analysis process gave rise to three themes, and each revealed categories of meanings, analyzed in a comprehensive and interpretive way. The results made it possible to characterize the context with several unfavorable factors to a qualified and efficient performance of notary administrators, noting, above all, a gap in technical and professional training and the development of managerial skills related to notary management. However, in view of this conjuncture that a tendency to help each other was revealed, so that the interviewees themselves realized that it is within a context of social participation and practice that learning occurs, configuring a social process, and not simply cognitive. The relationships and social interaction pointed to implications on the notary management, so that the engagement and active social participation of the members enables effective learning and ensures a good performance of the judicial unit. From a culture of collaboration, two strategies emerged from the learning process, with social interaction as an essential element: the contact between beginners and veterans within the notary office, as well as networks of information and collective experiences shared with managers from other offices, including the existence of communities of practice. Thus, assimilating the organizational environment as a learning space, the panorama presented allowed us to conclude by the need to encourage actions that assist in the learning processes and development of managerial competencies of the judicial analysts, so that the area of People Management and the Superior School of the Judiciary become fundamental in the conduction of this purpose, including the development and implementation of a Management Learning Program at TJ-PB.