Além do título de mestre: competência e aprendizagem no âmbito de um PPGA

Abstract

The stricto sensu post-graduate studies Nacional guidelines emphasize the Brazilian programmes role in teacher training for graduated education and research, besides the professional qualifications for the nonacademic market. However, there are arguments that the post graduation course has not been effective in improving the quality of the administration education, particularly at undergraduate level. In this sense, the purpose of this study was to examine to what constitutes competency for master graduates from the Post- Graduate Programme in Administration (PPGA) at the Universidade Federal de Uberlândia (Uberlândia´s Federal University), from the lived learning experience. As additional objectives, and besides analyzing skills constituted by the PPGA graduates and their relationship to established learning activities, we attempted to analyze the teaching meanings work from the graduates and their relation with the developed skills. This way, research is from qualitative nature, It has been adopted the case study as research strategy. As data sources, it was taken documents from the program, resumés available in the Plataforma Lattes, and PPGA´s who work as teachers. The data collection techniques applied were: documental survey, electronic interviews, focus groups and depth interviews. The analytical techniques, involved the use of documentary and classical content analysis. Through the adoption of the theoretical-conceptual parameter analysis to researches regarding professional competencies proposed by Paiva & Melo (2008), we identified seven competence dimensions established by masters graduated: key-competencies, intellectual, technical-functional, behavioral, ethical, political and identity. From the results, there is a predominance of elements from the intellectual, technical and functional competencies dimensions, which is shown in line with the proposed training of PPGA. However, the urgent need by the PPGA, the competency development to the graduates perform the graduates teaching. The analysis of meanings attributed to the teaching work, conducted from what is proposed by Morin (2001, 2002) showed the composition of nine assigning meaning elements for teaching: individual learning and performance from the individual skills; autonomy; identity; financial security; utility; relationship; social contribution; retribution to society, and social transformation. Analyzing such elements, it was noted the prevalence of positive conceptions, which is believed that contributed to the formation of these competencies by graduates.