CONCEPÇÕES DE ENSINO, APRENDIZAGEM E ADMINISTRAÇÃO EM PROJETOS PEDAGÓGICOS DOS CURSOS DE ADMINISTRAÇÃO EM GOIÁS

Abstract

Administration, whether considered a science or a strictly professional activity, has always demonstrated a strong link with technical rationality, efficiency, and control within the framework of a capitalist model. In Brazil and, more specifically in Goiás State, there have been significant increases in the offerings of administration courses, especially in the last few decades. This situation raises the question of whether qualitative changes in teaching concepts, of learning habits, and in administrative endeavors themselves have been occurring together with this quantitative growth in course offerings and how these concepts are being expressed in classrooms designed to develop competent administrators. The present research sought to identify which concepts of teaching, learning, and administration are currently being offered in Administration courses in Goiás State. Our general objective was to analyze the pedagogic projects of these courses to: 1) determine if the pedagogic projects offered were structured according to the National Curriculum Directives for Administration courses; 2) describe the formation objectives and the profile of their graduates; 3) analyze the explicit conceptions of teaching, learning, and administration involved. The research was based on Andrade and Amboni (2002; 2004), Covre (1991), Imbernón (2012), Libâneo (2009), Lima (2003; 2009), Nicolini (2003), and Veiga (2001, 2003, 2007). A research bibliography covering the period between 2001 and 2011 was used, and we examined the pedagogic projects of seven courses that had been selected according to the following criteria: 1) they were offered in Goiás State; 2) their students participated in the National Student Performance Test; 3) the courses had already obtained recognition by INEP; 4) a pedagogic course outline with integral project information was available on the site of each institution of higher learning. Quantitative analyses of the pedagogic courses examined indicated that all of them fulfilled the requirements of the National Curriculum Directives for administration courses. The teaching objectives as well as the profiles of the graduating students indicated a distinct concern for providing professionals for the labor market and producing reflective and critical administrators. However, these student profiles and course objectives were observed to be at odds with traditional pedagogical education goals. As such, it was determined that the Administration concepts that predominated in the pedagogic projects of these schools were of a scientific, technological, and efficiency-oriented nature while behavioral approaches that defended a more humanistic, social and cultural comprehension of Administration were adopted with much lower frequency.