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FORMAÇÃO DO DOCENTE PARA A GESTÃO UNIVERSITÁRIA: uma análise indutiva dos professores gestores da pós-graduação stricto sensu da UFRRJ
| Content Provider | Semantic Scholar |
|---|---|
| Author | Rodrigues, Ana Cristina De Albuquerque Lima Villardi, Beatriz Quiroz |
| Copyright Year | 2017 |
| Abstract | Os professores gestores dos Programas de Pos-Graduacao da Universidade Federal Rural do Rio de Janeiro sao oriundos de areas diversas a Administracao. A ausencia de formacao especifica orientada para o desempenho das funcoes da gestao levou ao objetivo desta pesquisa: descrever como o professor gestor de Programa de Pos-Graduacao em Instituicao Federal de Ensino Superior – IFES aprende e desenvolve suas competencias gerenciais, mesmo sem capacitacao especifica para a gestao. Para alcanca-lo na pesquisa, adotou-se metodologia qualitativa indutiva de analise de dados, nos termos de Thomas, pela qual os resultados emergem dos dados pesquisados. Da analise resultaram formas, fontes e conteudo da aprendizagem gerencial destes docentes, e o que desejam aprender, que permitiram identificar assuntos para capacitacao na gestao. Neste artigo especificamente, que tem por objetivo evidenciar a ausencia de formacao do docente para a funcao de gestor, considerou-se a capacitacao para o desenvolvimento de competencias e consequente desempenho das funcoes no servico publico federal, assim como a transicao do docente para funcao de gestor. As recomendacoes finais envolvem processos de aprendizagem na pratica da gestao, necessidade de reflexao para desenvolver competencias considerando a relacao entre contexto social, individuo e suas experiencias vividas. The management professors of the Post-Graduation Programs of the Federal Rural University of Rio de Janeiro come from different areas to the Administration. The lack of specific training oriented to the performance of the management functions led to the objective of this research: To describe how the professor of postgraduate program in Federal Institution of Higher Education – IFES Learns and develops their managerial skills, even without specific training for management. To reach it in the research, it was adopted a qualitative inductive methodology of data analysis, according to Thomas, by which the results emerge from the data surveyed. From the analysis resulted the forms, sources and content of managerial learning of these teachers, and what they want to learn, which made it possible to identify subjects for training in management. In this article specifically, which aims to evidence the absence of teacher training for the role of manager, it was considered the qualification for the development of competences and consequent performance of the functions in the federal public service, as well as the transition from teacher to manager. The final recommendations involve learning processes in the management practice, need for reflection to develop competencies considering the relationship between social context, individual and their lived experiences. |
| Starting Page | 208 |
| Ending Page | 231 |
| Page Count | 24 |
| File Format | PDF HTM / HTML |
| DOI | 10.28950/1981-223x_revistafocoadm/2017.v10i2.408 |
| Volume Number | 10 |
| Alternate Webpage(s) | http://revistafocoadm.org/index.php/foco/article/download/408/233 |
| Alternate Webpage(s) | https://doi.org/10.28950/1981-223x_revistafocoadm%2F2017.v10i2.408 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
