Conceptions about individual and collective learning in the practice in a public organization: from the puzzle to the public reflection

Autor: Inglat, Lu?s Phillipe da Silva
Přispěvatelé: Villardi, Beatriz Quiroz, Cova, Marcia Cristina Rodrigues, Pinto, Sandra Regina da Rocha
Jazyk: portugalština
Rok vydání: 2018
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFRRJ
Universidade Federal Rural do Rio de Janeiro (UFRRJ)
instacron:UFRRJ
Popis: Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2022-08-09T11:30:29Z No. of bitstreams: 1 2018 - Lu?s Phillipe da Silva Inglat.pdf: 2078294 bytes, checksum: 613d35b500b1a67a6d59a312e057b61f (MD5) Made available in DSpace on 2022-08-09T11:30:29Z (GMT). No. of bitstreams: 1 2018 - Lu?s Phillipe da Silva Inglat.pdf: 2078294 bytes, checksum: 613d35b500b1a67a6d59a312e057b61f (MD5) Previous issue date: 2018-02-27 The relationship between the worker and the organization has been a reason for scientific research over the years. As well as the changes that occurred in this relationship, which culminated in the strategic approach to human resource management. In this sense, the strategic human resource management is part of the Brazilian public organizations in the quest to modernize their management. This modernization includes the challenge of implementing Decree No. 5,707, which established management by competences as a model to be adopted in the federal public management, whose development of these competences would come from continuous learning. However, because of the different realities of public organizations and their workers in order to develop their competences in day-to-day work, this research was carried out to configure workers? conceptions about individual and collective learning for the development of their professional competences in their practice. From a qualitative interpretative approach, the single case study was adopted as a research strategy, having as unit of analysis the group of workers from the patrimony?s area of the Federal Center of Technological Education Celso Suckow Fonseca - CEFET/RJ, which are the technical-administrative public servants who work in the permanent staff of the eight campuses of the institution. In order to collect data, fifteen workers from the patrimony?s area of CEFET/RJ were individually interviewed, a participant observation was carried out in five meetings of these workers, as well as a documental research in the institution itself. Through the phenomenological analysis, four conceptions of the phenomenon of individual and collective learning were demonstrated, based on the workers' statements, which reveal how they experience the phenomenon in practice. These conceptions, called by metaphors of the learning process are: (A) Assembling the puzzle; (B) Living and learning; (C) Difficulty is a severe teacher; and (D) Multiple heads are better than one. These workers attributed different meanings to learning, in other words they conceive the individual and collective learning process in different ways as they develop professional competences in the work they realize. The four conceptions together allow us to fully understand the phenomenon of learning in the patrimony?s area of CEFET/RJ, allowing to a broader understanding of the phenomenon's meaning for these workers. The field results also suggest that although the individual and collective levels of learning are perceived in the four conceptions at different intensities, in the conceptions A and B the workers reveal that they predominantly experience the individual level, whereas in the conceptions C and D they reveal the collective level. Finally, it is concluded based on the conceptions that the meaning attributed by workers of the patrimony?s area of CEFET/RJ to the phenomenon of individual and collective learning is multiple and interrelated, revealing "what" and "how" the learning phenomena presents itself to these workers. Among the practical implications of the research, we highlight the stimulus to informal learning promoted by the workers' perception of a formal training lack constituting a way of collective learning. As theoretical implications, the coexistence of individual reflection stimulating the public reflection was revealed A rela??o entre o trabalhador e a organiza??o tem sido raz?o de investiga??o cient?fica ao longo dos anos; assim como as mudan?as ocorridas nesta rela??o, que culminaram na abordagem estrat?gica da gest?o de pessoas. Neste sentido, a gest?o estrat?gica de pessoas se insere nas organiza??es p?blicas brasileiras em busca de modernizar sua gest?o. Nesta moderniza??o, inclui-se o desafio de implementar o Decreto n? 5.707/06, que estabeleceu a gest?o por compet?ncias como modelo a ser adotado na administra??o p?blica federal, no qual o desenvolvimento destas compet?ncias decorreria da aprendizagem cont?nua. Contudo, por se reconhecerem as diferentes realidades das organiza??es p?blicas e de seus trabalhadores no desenvolvimento de suas compet?ncias no dia a dia, se realizou pesquisa visando configurar as concep??es dos trabalhadores sobre a aprendizagem individual e coletiva para o desenvolvimento de suas compet?ncias profissionais na sua pr?tica de trabalho. A partir de uma abordagem interpretativista qualitativa, adotou-se o estudo de caso ?nico como estrat?gia de pesquisa, tendo como unidade de an?lise o grupo de trabalhadores da ?rea de patrim?nio do Centro Federal de Educa??o Tecnol?gica Celso Suckow da Fonseca ? CEFET/RJ, que s?o servidores t?cnico-administrativos concursados do quadro permanente dos oito campi da institui??o. Para coletar os dados, foram entrevistados, individualmente, quinze trabalhadores da ?rea de patrim?nio do CEFET/RJ, realizou-se observa??o participante em cinco reuni?es destes trabalhadores, al?m de pesquisa documental na institui??o. Mediante an?lise fenomenogr?fica, foram evidenciadas, com base nos depoimentos dos trabalhadores, quatro concep??es do fen?meno da aprendizagem individual e coletiva que revelam como vivenciam na pr?tica o fen?meno. Estas concep??es, denominadas mediante met?foras do processo de aprendizagem, s?o: (A) Montando o quebra-cabe?a; (B) Vivendo e aprendendo; (C) A dificuldade ? um professor severo; e (D) V?rias cabe?as pensam melhor do que uma. Estes trabalhadores atribu?ram significados distintos ao aprender, em outros termos, eles concebem de diferentes maneiras o processo de aprendizagem individual e coletivo ao desenvolverem compet?ncias profissionais no trabalho que realizam. As quatro concep??es juntas permitem apreender, em sua totalidade, o fen?meno da aprendizagem na ?rea de patrim?nio do CEFET/RJ, permitindo ampliar a compreens?o do significado do fen?meno para estes trabalhadores. Os resultados de campo sugerem, ainda, que, apesar dos n?veis individual e coletivo da aprendizagem serem percebidos nas quatro concep??es em intensidades diferentes, nas concep??es A e B, os trabalhadores revelam que vivenciam predominantemente o n?vel individual, enquanto nas concep??es C e D, revelam o n?vel coletivo. Por fim, conclui-se, com base nas concep??es supracitadas, que o significado atribu?do pelos trabalhadores da ?rea de patrim?nio do CEFET/RJ ao fen?meno da aprendizagem individual e coletiva ? m?ltiplo e inter-relacionado, revelando ?o qu?? e ?como? o fen?meno da aprendizagem se realizou para estes trabalhadores. Dentre as implica??es pr?ticas da pesquisa, destaca-se o est?mulo ? aprendizagem informal promovido pela percep??o dos trabalhadores de falta de treinamento formal, tornando-se uma forma de aprendizagem coletiva. Como implica??es te?ricas, revelou-se a coexist?ncia da reflex?o individual estimulando a reflex?o p?blica
Databáze: OpenAIRE
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