Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-11-14T12:44:25Z No. of bitstreams: 1 TES_MARCELO_DE_MORAES_CORDEIRO_COMPLETO.pdf: 2250015 bytes, checksum: 529cecc2fc57361236aa335c18c4e328 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-11-14T12:45:10Z (GMT) No. of bitstreams: 1 TES_MARCELO_DE_MORAES_CORDEIRO_COMPLETO.pdf: 2250015 bytes, checksum: 529cecc2fc57361236aa335c18c4e328 (MD5) / Made available in DSpace on 2017-11-14T12:45:20Z (GMT). No. of bitstreams: 1 TES_MARCELO_DE_MORAES_CORDEIRO_COMPLETO.pdf: 2250015 bytes, checksum: 529cecc2fc57361236aa335c18c4e328 (MD5) Previous issue date: 2017-08-28 / This thesis discusses the relationship between the processes of Knowledge Management (KM) and its impact on the performance on brazilian private and confessional basic education schools. From the theoretical point of view, it is based on the perspective of organizational analysis advocated by the Knowledge Based View (KVB). The central themes related to the work are articulated from there: Organizational Strategy, Organizational Performance, Processes and Models of KM Evaluation. With regard to organizational performance, the Balanced Scorecard (BSC) evaluation perspective was taken as the basis. In this way, the hypotheses of the thesis relate the impact of the four processes of GC - Creation, Storage, Sharing and Creation - in the perspectives of results of the BSC - People, Internal Processes, Clients and Sustainability - besides verifying the correlation between these constructs. The study is based on a positivist view of science and as a method, the multi-method approach was chosen sequentially with the development of a qualitative and a quantitative phase. In the first stage, semi-structured interviews were conducted with six school managers from Brazil and Spain to understand how the subject of KM and organizational performance in the field. With the results of the qualitative phase the quantitative phase of the research was carried out by applying a questionnaire with 50 items, from already used and validated scales, exploring the eight constructs of the hypotheses. The survey collected 242 responses, which were used for the development of the Structural Equation Modeling (SEM) technique. The proposed theoretical model was verified from the relationships and the study of paths. As a result, it was possible to verify the influence of KM processes on the BSC dimensions of educational organizations. The influence of KM processes on the organizational performance of schools has been evident, since all processes in some way impact the organizational results dimensions. It was possible to verify the role that the creation of knowledge exerts on the people in the organization, and also how the storage of knowledge impacts the perspectives of people, internal processes and sustainability. As an academic contribution, the study relate two topics that have not been tested yet in the field of private and confessional basic education and opens up space for managerial implications, since it can contribute to educational managers improving their KM practices and achieving better performance in environmental processes educational. / Esta tese debate a rela??o dos processos de Gest?o do Conhecimento (GC) e seu impacto positivo no desempenho de organiza??es de educa??o b?sica, privadas e confessionais brasileiras. Do ponto de vista te?rico se sustenta na perspectiva de an?lise organizacional preconizada pela Vis?o Baseada em Conhecimento (VBC). Os temas centrais relacionados ao trabalho se articulam a partir da?: Estrat?gia Organizacional, Desempenho Organizacional, Processos e Modelos de Avalia??o de GC. No que se refere ao desempenho organizacional, se tomou por base a perspectiva de avalia??o do Balanced Scorecard (BSC). Desta maneira, as hip?teses da tese relacionam o impacto dos quatro processos de GC ? Cria??o, Armazenamento, Compartilhamento e Cria??o ? nas perspectivas de desempenho do BSC ? Pessoas, Processos Internos, Clientes e Sustentabilidade ? al?m de verificar a correla??o entre estes constructos. O estudo se apoia em uma vis?o positivista da ci?ncia e, como m?todo, foi escolhida a abordagem de m?todos mistos, de forma sequencial, com o desenvolvimento de uma fase qualitativa e outra quantitativa. Na primeira etapa, foram conduzidas entrevistas semiestruturadas com oito gestores de col?gios do Brasil e da Espanha, para compreender a forma como o tema da GC e do desempenho organizacional no campo. Com os resultados da fase qualitativa se procedeu a fase quantitativa da pesquisa, realizada a partir da aplica??o de um question?rio com 50 itens, oriundos de escalas j? utilizadas e validadas, explorando os oito constructos das hip?teses. O levantamento coletou 242 respostas, que foram utilizadas para o desenvolvimento da t?cnica de Modelagem de Equa??es Estruturais (SEM). O modelo te?rico proposto foi verificado a partir das rela??es e do estudo de caminhos. Como resultado, foi poss?vel verificar a influ?ncia dos processos de GC nas dimens?es do BSC das organiza??es educacionais. A influ?ncia dos processos de GC no desempenho organizacional de col?gios se mostrou evidente, uma vez que todos os processos, de alguma maneira, impactam as dimens?es de resultado da organiza??o. Foi poss?vel verificar o papel que a cria??o do conhecimento exerce sobre as pessoas na organiza??o, e, ainda, como o armazenamento do conhecimento impacta as perspectivas de pessoas, processos internos e sustentabilidade. Como contribui??o acad?mica, o estudo relaciona dois t?picos ainda n?o testados no campo da educa??o b?sica privada e confessional e abre espa?o para implica??es gerenciais, uma vez que pode contribuir para que gestores educacionais aperfei?oem suas pr?ticas de GC e atinjam melhor desempenho nos processos caracter?sticos do ambiente educacional.