Essential structures of active methodologies: Study in the corporate education segment/Estruturas essenciais de metodologias ativas: Estudo no segmento de educacao corporativa
This study deals with the origin and evolution of the epistemological bases of active methodologies in corporate education and its alignment with adult education, currently considered responsible for its learning and for the new role of teachers as facilitators. In the theoretical bases, the concept...
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| Published in: | Administração (São Paulo) Vol. 24; no. 1; p. 39 |
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| Main Authors: | , , , |
| Format: | Journal Article |
| Language: | Portuguese |
| Published: |
Associacao Nacional dos Cursos de Graduacao em Administracao - ANGRAD
01-01-2023
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| Subjects: | |
| Online Access: | Get full text |
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| Summary: | This study deals with the origin and evolution of the epistemological bases of active methodologies in corporate education and its alignment with adult education, currently considered responsible for its learning and for the new role of teachers as facilitators. In the theoretical bases, the conceptual importance that underpins the practices of the instructors to act with a focus on andragogy in a conscious way is outlined. The models applied in active methodologies permeated by the six andragogical principles of Knowles (1980) were studied. In this sense, research on active methodologies and their applications by professionals working in corporate education is outlined in the four-pole social CQ research model. For this, a sample of 36 (thirty-six) professionals residing in the city of Fortaleza/CE is used. Data were treated using the Exploratory Factor Analysis (EFA) technique and indicate that active methodologies allow students to experience andragogical experiences, aligned with the precepts of Dewey's Escolanovismo (1976) of learning by doing. From the reflections on the epistemological, theoretical and morphological context, an opportunity opens up for new studies seeking to contextualize the active methodologies beyond the new school based on the abductive method revealed in Peirce (2010). Keywords: Active Methodologies; Corporative Education; Evaluation; Knowledge Management. Este estudo versa sobre a origem e evolucao das bases epistemologicas das metodologias ativas na educacao corporativa e seu alinhamento com a educacao de adultos, considerado atualmente como responsavel pelo seu aprendizado e pelo novo papel dos professores como facilitadores. Nas bases teoricas delineia-se a importancia conceitual que alicerca as praticas dos instrutores para atuarem com foco na andragogia de forma consciente. Foram estudados os modelos aplicados nas metodologias ativas permeados pelos seis principios andragogicos de Knowles (1980). Neste sentido, delineia-se a pesquisa das metodologias ativas e suas aplicacoes pelos profissionais atuantes na educacao corporativa no modelo de pesquisa social em quatro polos. Para isso, utiliza-se uma amostra de 36 (trinta e seis) profissionais residentes na cidade de Fortaleza/CE. Os dados foram tratados por meio da tecnica de Analise Fatorial Exploratoria (AFE) e indicam que as metodologias ativas permitem aos educandos vivenciar experiencias andragogicas, alinhadas aos preceitos do escolanovismo de Dewey (1976) do aprender fazendo. A partir das reflexoes diante do contexto epistemologico, teorico e morfologico, abre-se oportunidade de novos estudos buscando contextualizar as metodologias ativas para alem do escolanovismo com base no metodo abdutivo revelado em Peirce (2010). Palavras chaves: Metodologias Ativas; Educacao Corporativa; Avaliacao; Gestao do Conhecimento. |
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| ISSN: | 2177-6083 |
| DOI: | 10.13058/raep.2023.v24n1.2236 |