Desde o início da década de 1980, pesquisadores defendem que as escolas de negócios precisariam preencher as lacunas em relação às necessidades dos estudantes executivos, profissionais que buscam educação continuada. Com as mudanças do ambiente de negócios, facilidade de acesso à informação e evolução das técnicas didáticas, o papel do professor tem passado por importantes mudanças, deixando de ser o de fornecedor do conteúdo para se tornar o de um curador de conteúdos e facilitador do processo de aprendizagem. Com as alterações no ambiente de marketing, o crescimento da preocupação com a aplicabilidade prática, a valorização do discurso sobre a adoção de novas metodologias de ensino-aprendizagem, o aparecimento de novas alternativas de educação continuada e os questionamentos sobre a adequação de professores de cursos de pós-graduação lato sensu, torna-se fundamental aprender com os docentes que se destacam pelo desempenho em um cenário desafiador de ensino e aprendizagem. Este projeto defende a tese que diferentes fatores, além dos técnicos e didáticos, influenciam o desempenho profissional do docente e tem como objetivo principal propor um modelo conceitual de organização do conhecimento, identificando, compreendendo e mapeando as contribuições dos diferentes fatores no desempenho dos docentes em cursos de pós-graduação lato sensu de Marketing. Este estudo se justifica pelo aumento do interesse nas recentes mudanças em ensino e aprendizagem para adultos, pela crescente demanda dos cursos de pós-graduação lato sensu em Marketing, pelas mudanças do ambiente de marketing e pela relevância do papel dos docentes na transformação da educação. Este trabalho pode ser classificado como um estudo exploratório, qualitativo, com uso de estudo de casos múltiplos. O estudo de caso será composto de análise documental de dados secundários e entrevistas em profundidade. O modelo proposto sugere que o desempenho docente é decorrente da prática docente, esta sim influenciada pelo conhecimento técnico, formação didática e fatores pessoais e viabilizada pela atuação e respaldo da escola. A prática docente é influenciada pelo conhecimento técnico que o professor aprendeu em sala de aula como aluno, na prática de marketing e com a atividade de pesquisa e pela capacidade de crítica, de generalização e de exemplificação desenvolvida na pós-graduação stricto sensu. É influenciada também por sua formação didática, adquirida em treinamentos formais, com a inspiração de professores-referência durante sua vivência como estudante e com a aprendizagem na prática. Ainda, recebe influência de sua história de vida, de seus valores, atitudes e motivações / Since the early 1980s, researchers have argued that business schools would need to fill the gaps with the needs of executive students, professionals seeking continuing education. With the changes of the business environment, ease of access to information and evolution of teaching techniques, the role of the teacher has undergone important changes, from being the supplier of content to becoming a content curator and facilitator of the process of learning. With the changes in the marketing environment, the growing concern about practical applicability, the appreciation of the discourse about the adoption of new teaching-learning methodologies, the emergence of new alternatives for continuing education and the questioning about the adequacy of course teachers of lato sensu graduate, it becomes fundamental to learn from the teachers who stand out for their performance in a challenging teaching and learning scenario. This research defends the thesis that important factors, in addition to the technical and didactic factors, influence the professional performance of the teacher and its main objective is to propose a conceptual model of knowledge organization, identifying, understanding and mapping the contributions of different factors in the performance of faculty in lato sensu postgraduate courses in Marketing. This study is justified by the increased interest in recent changes in teaching and learning for adults, the growing demand for lato sensu graduate courses in Marketing, the changes in the marketing environment and the relevance of the role of teachers in the transformation of education. This work can be classified as an exploratory, qualitative study using multiple case studies. The case study will be composed of documentary analysis of secondary data and in-depth interviews. The proposed model suggests that the teaching performance is due to the teaching practice, which is influenced by the technical knowledge, didactic training and personal factors and made possible by the performance and support of the school. The teaching practice is influenced by the technical knowledge that the teacher has learned in the classroom as a student, in the marketing practice and with the research activity, and by the capacity for criticism, generalization and exemplification developed in stricto sensu graduate studies. She is also influenced by her didactic training, acquired in formal training, with the inspiration of reference teachers during her experience as a student and with learning in practice. Still, it receives influence from its life history, its values, attitudes and motivations

Alors que les questions relatives à l’éducation familiale et scolaire d’un côté, et aux conditions effectives d’une formation « tout au long de la vie » de l’autre, sont généralement traitées séparément, cette thèse s’efforce de les étudier de manière transversale et connexe, en prenant pour objet l’initiative individuelle en formation postscolaire. Cette recherche s’inscrit dans une double perspective, interactionniste et ethnométhodologique : elle postule d’une part que, sous certaines conditions et dans certaines situations, les acteurs sociaux peuvent s’affranchir des déterminations sociales, en s’engageant dans des projets personnels et des parcours postscolaires « probables ou improbables » ; elle tient compte d’autre part, des situations et des conduites sociales circonstanciées, et s’intéresse aux raisonnements et décisions pratiques qui organisent le cours des actions individuelles. La thèse repose sur l’hypothèse d’une co-construction entre la biographie historico-familiale et l’histoire socio-éducative individuelle dans l’appréhension du phénomène de retour-aux-études. L’analyse approfondie de 38 entretiens narratifs d’adultes, met en évidence l’intrication de facteurs historico-familiaux et idéologiques, institutionnels, interactionnels, événementiels et temporels, dans la tentative de recadrage des « destins sociaux » individuels. L’étude montre que le retour-aux-études relève d’un processus individuel d’« actorisation scholastique », qui est la mise en œuvre du projet personnel par des actes d’auto-instruction. Deux types de projets et de profils se sont alors dégagés : le projet rétrospectif pour les « stratèges-diachroniques » et prospectif, pour les « opportunistes-biographiques ». / Whereas issues related to both concerns family and schooling education, and the effective conditions of “long-life learning” are usually raised and studied on separate levels, this research aims to approach them transversely through self-initiative in further education, which is our object of research. This study is anchored in interactionist and ethnomethodological theoretical perspectives: it postulates that under some conditions and situations, social actors can free themselves from their social disadvantages (dominance) by performing “probable or improbable” self-learning acts, related to a personal project; furthermore it takes into account the context and circumstances circumscribing the situations and social behaviour, as well as the practical sociological reasoning people use to respond to the circumstances in which they find themselves and which motivates their action. The thesis focuses on the “co-construction” between historical-family biography and individual socio-educative history to comprehend the “back-to-study” social phenomenon. Based on the analysis of 38 in-depth biographic interviews, we demonstrated the intricacy of biographical factors - i.e. family-historical and ideological, institutional, interactional, event impacting and temporal - in the reframing of individuals’ “social destiny”. In conclusion we showed that the back-to-study phenomenon proceeds from an individual process of “scholastic actorism” consisting in operating one’s biographical project through back-to-study practices. Two types of self-learning projects and profiles were drawn up: the retrospective project from “diachronic-strategists” adults, and the prospective project from “synchronic-opportunists” adults.

This thesis outlines the current state of adult media literacy and education in the Czech Republic. It defines basic concepts, present and historical approaches of media literacy and its anchoring in the Czech legal order and international documents. It further focuses on current phenomena of media world and selected media institutions involved in media literacy development. The analytical part compares and evaluates Pan-European and Czech research aimed at measuring the level of media literacy of adults. Key words media literacy, media education, media, adult education, longlife learning, civic education