Conteúdos de formação profissional nos Cursos de administração : estudo da oferta nos Estados do Ceará, Paraíba e Rio Grande do Norte
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2012
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Resumo
Os cursos presenciais de Administração do Brasil enfrentam uma situação onde o mercado de
trabalho não contrata prioritariamente seus egressos, o que remete a um entendimento de que
as Instituições de Ensino Superior [IES] não estão suprindo adequadamente seus alunos com
os conhecimentos profissionais necessários para terem as habilidades e competências exigidas por este mercado, conhecimentos estes que são preconizados pelas Diretrizes Curriculares
Nacionais [DCNs] e que direcionam os currículos dos cursos ao atendimento das exigências
do mercado. Esta investigação, de natureza qualitativa e articulada com dados quantitativos,
inicialmente tem o intento de identificar o alinhamento entre os currículos praticados pelas
IES e as DCNs, no que se refere aos conteúdos profissionais, e posteriormente compreender a
percepção dos coordenadores de universidades dos estados do Ceará, Paraíba e Rio Grande do
Norte, acerca da relação entre as DCNs, os currículos praticados nas IES e o mercado. Para
viabilizar esta investigação, documentos das IES [currículos] coletados em seus sítios
eletrônicos foram utilizados para identificação do alinhamento com as DCNs por intermédio
da técnica de palavras indutoras e induzidas de Bardin. Foi utilizado também como
instrumento de coleta um questionário não estruturado, que foi aplicado aos coordenadores de
curso através de guião próprio. As entrevistas foram transcritas e analisadas por meio da
técnica de grelha analítica de Bardin, os dados resultantes foram triangulados com os da
investigação documental para melhor entender os fenômenos detectados. Os resultados
obtidos indicam que as IES praticam currículos com pouca adesão aos conteúdos profissionais
Teorias das Organizações e Administração de Serviços, enquanto conteúdos relacionados à
Planejamento, Finanças, Mercado e Produção tem alta adesão. Percebeu-se também a
existência de uma estreita relação entre Mercado, DCNs e Currículo, que interagem e se
relacionam de forma interdependente, onde o mercado figura como principal vértice.
Entendeu-se que as DCNs são percebidas ao mesmo tempo como flexíveis e definidoras dos
conteúdos praticados nos currículos, que apresentam-se como disciplinas ministradas nos
cursos, onde a relação teoria X prática ainda é pífia no processo de ensino aprendizagem.
Percebeu-se ainda que o mercado cada vez mais faz exigências e impõe condições técnicas
para absorver os administradores formados, ao mesmo tempo em que as IES não conseguem
formá-los, verificando-se como prováveis causas, o não atendimento às DCNs e a falta de um
relacionamento mais próximo com o mercado, bem como a falta de acompanhamento dos
seus egressos.
The classroom courses of Administration in Brazil face a situation where the labor market does not hire their egresses primarily, which leads to an understanding that higher education institutions [IES] are not supplying adequately their students with the necessary professional knowledge to have the skills and competencies required for this market, knowledge hich are preconized by the National Curriculum Guidelines [DCNs] and that direct the course curricula to meet the demands of the market. This research, of qualitative nature and combined with quantitative data, initially has the intent of identifying the alignment between the curricula practiced by IES and DCNs with regard to professional content and subsequently understand the perception of the coordinators from universities in the states of Ceará, Paraíba and Rio Grande do Norte, about the relationship between DCNs, the curricula practiced in IES and the market. To facilitate this research, documents of IES [curricula] collected on their websites were used for identification of alignment with the DCNs through the Bardin’s technique of inductive and induced words. It was also used as instrument of collect an unstructured survey applied to course coordinators through script itself. The interviews were transcribed and analyzed using the Bardin’s technique of analytical grid, the resulting data were triangulated with documentary research to better understand the phenomena detected. The results indicate that the IES practice curricula with little adherence to the professional contents Theories of Organizations and Services Administration, while content related to Planning, Finance, Marketing and Production have high adhesion. It was also perceived that there is a close relationship between Market, DCNs and Curriculum, which interact and relate interdependently, where the market is its main vertex. It was understood that the DCNs are perceived simultaneously as flexible and defining the content practiced in curricula, that present themselves as subjects taught in courses, where the relation theory versus practice is still insignificant in teaching and learning process. It was noticed also that the market more and more makes demands and imposes technical conditions to absorb graduated administrators, at the same time that the IES cannot train them, verifying as probable causes, not attending to DCNs and lack of a closer relationship with the market, as well as the lack of monitoring of its egresses.
The classroom courses of Administration in Brazil face a situation where the labor market does not hire their egresses primarily, which leads to an understanding that higher education institutions [IES] are not supplying adequately their students with the necessary professional knowledge to have the skills and competencies required for this market, knowledge hich are preconized by the National Curriculum Guidelines [DCNs] and that direct the course curricula to meet the demands of the market. This research, of qualitative nature and combined with quantitative data, initially has the intent of identifying the alignment between the curricula practiced by IES and DCNs with regard to professional content and subsequently understand the perception of the coordinators from universities in the states of Ceará, Paraíba and Rio Grande do Norte, about the relationship between DCNs, the curricula practiced in IES and the market. To facilitate this research, documents of IES [curricula] collected on their websites were used for identification of alignment with the DCNs through the Bardin’s technique of inductive and induced words. It was also used as instrument of collect an unstructured survey applied to course coordinators through script itself. The interviews were transcribed and analyzed using the Bardin’s technique of analytical grid, the resulting data were triangulated with documentary research to better understand the phenomena detected. The results indicate that the IES practice curricula with little adherence to the professional contents Theories of Organizations and Services Administration, while content related to Planning, Finance, Marketing and Production have high adhesion. It was also perceived that there is a close relationship between Market, DCNs and Curriculum, which interact and relate interdependently, where the market is its main vertex. It was understood that the DCNs are perceived simultaneously as flexible and defining the content practiced in curricula, that present themselves as subjects taught in courses, where the relation theory versus practice is still insignificant in teaching and learning process. It was noticed also that the market more and more makes demands and imposes technical conditions to absorb graduated administrators, at the same time that the IES cannot train them, verifying as probable causes, not attending to DCNs and lack of a closer relationship with the market, as well as the lack of monitoring of its egresses.
Descrição
Orientação: Márcia Karina da Silva ; co-orientação: Manuel Tavares Gomes
Palavras-chave
EDUCAÇÃO, ENSINO SUPERIOR, MERCADO DE TRABALHO, BRASIL, EDUCATION, HIGHER EDUCATION, LABOUR MARKET, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, BRAZIL