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Previous issue date: 2007-08-20 / This work describes the management higher education trajectories and its pedagogic planning
under the university teachers participation perspective. Its research methodology is mainly
qualitative, but it included quantitative data as well. It has focused on a case study of the
Management Course of a Federal University of Rio de Janeiro. The data have been collected
by means of both an unstructured interviews applied to the course s co-ordinators, and a
questionnaire answered by university teachers involved in the course. The course s coordinators
perceptions about the course planning and their possible participation were the
main questions proposed during their interviews; and the university teachers perceptions of
both the administration course s political-pedagogic project, and the concept of teaching
staff s participation as proposed by this study, were the main questions proposed in the
questionnaire. Non-observational participation and documental research were two other data
collection techniques used. The former was used in a forum about the courses of action to be
followed by the Management Course, and the latter, used the course s reports, emphasizing its
curricular structure. The main findings have pointed out that the university teachers want to
participate in the course s planning and management, but they either do not know how, or are
not yet well sensibilized by such a challenge. As to the managers role, it was found that it lies
mainly on the university teachers participation preparation and stimulation. This study
suggests that the participative proposition is an opportunity to diminish such a hiatus. / Este trabalho tem a inten??o de descrever as trajet?rias na forma??o superior em
administra??o e o planejamento pedag?gico sob uma perspectiva docente, com a possibilidade
da participa??o como proposta. A pesquisa teve car?ter predominantemente qualitativo com
tra?os quantitativos, e foi utilizado como estudo de caso o curso de gradua??o em
administra??o de uma universidade p?blica do Estado do Rio de Janeiro. Na coleta de dados,
foi realizada uma entrevista n?o-estruturada com os gestores do curso sobre a vis?o do curso e
a percep??o dos docentes em rela??o ao planejamento e possibilidade de participa??o. Num
segundo momento os docentes do curso responderam um question?rio sobre aspectos
relacionados ao projeto pol?tico-pedag?gico e a sua percep??o sobre o conceito de
participa??o. A observa??o n?o-participante foi feita num f?rum sobre os rumos do curso e a
pesquisa documental com base nos relat?rios do curso, com ?nfase na estrutura curricular. Os
principais resultados apontam que os docentes querem participar, mas n?o sabem ou n?o est?o
devidamente sensibilizados e o papel do gestor do curso est? na prepara??o e estimula??o da
participa??o de uma forma eficiente. Sugere-se por fim que a proposta participativa pode ser
considerada uma sa?da para a diminui??o deste hiato.
| Identifer | oai:union.ndltd.org:IBICT/oai:localhost:tede/946 |
| Date | 20 August 2007 |
| Creators | Pereira, Rodrigo Carlos Marques |
| Contributors | Monteiro, Aloisio Jorge de Jesus |
| Publisher | Universidade Federal Rural do Rio de Janeiro, Curso de P?s-Gradua??o em Gest?o e Estrat?gia em Neg?cios, UFRRJ, Brasil, Ci?ncias Sociais Aplicadas |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UFRRJ, instname:Universidade Federal Rural do Rio de Janeiro, instacron:UFRRJ |
| Rights | info:eu-repo/semantics/openAccess |
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