O processo de ensino-aprendizagem interdisciplinar em administração: uma abordagem experiencial de educação em laboratório mediada por metodologias ativas em um curso de graduação

Abstract

This thesis begins with the perspective of teaching Administration, exploring innovative educational methods that may enhance students' understanding of theory and practice. It aims to break the preconception that Administration is fragmented into different areas and emphasizes the importance of a systemic vision with critical-reflective thinking to solve problems related to the complexity of the organizational world. The research focuses on the dynamics of the teaching-learning process in “Laboratório Integrador” (LAB) and has a general objective of understanding how the experiential approach in laboratory education, mediated by active methodologies, contributes to the interdisciplinary teaching-learning process of undergraduates in Administration at a federal public institution.The study employs the Experiential Learning Theory (TAE) approach and explores theoretical concepts and perspectives, as well as the genesis and concepts of the interdisciplinary construct. Active Methodologies are also discussed, emphasizing the educational method of Laboratory. The epistemological foundations of social constructionism are used, and ethnography is employed as the methodological approach.The ethnographic method is used to respond to the proposed problem, including understanding the development of the teaching-learning process from the experiential approach applied in an interdisciplinary environment and the perception of behavior of the subjects involved. The study describes the dynamics applied in the curricular component and interviews the subjects involved in this process, including students, teachers, and entrepreneurs, using data collection techniques such as documentary research, participant observation, and interviews with a semi-structured script. Thematic content analysis is applied as a technique for analyzing the results.The qualitative approach resulted in 40 responses from 265 students who attended the curricular component, six responses from the six teachers responsible for the subject, and 13 answers from 47 entrepreneurs who participated at the invitation of the students of the subject itself (laboratório integrador). The results show that “laboratório integrador” (integrated laboratory) presents itself as an innovative educational method in the teaching-learning process of Administration. Through active methodologies, such as inverted classroom, problem-based learning, and project-based learning, it promotes an entrepreneurial experience, provides students contact with the reality of companies, promotes knowledge discussed in the classroom, and enhances the university's reputation in the city. The class also offers free guidance and consultancy to local entrepreneurs, bringing up promotion of social transformation.