Trajetórias na formação superior em Administração e o planejamento pedagógico: uma proposta docente participativa?

Abstract

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.