Competências do gestor público: a relação entre a academia e as práticas

Abstract

The aim of this study was to evaluate the level of consistency of the pedagogical projects and related discipline descriptions of Public Administration Undergraduate Programs which have received grade 5 in the National Exam of Students Performance (Exame Nacional de Desempenho de Estudantes - ENADE), concerning the formation of the necessary competences for the good performance in students professional practice. By adopting a methodological approach which combined qualitative and quantitative methods, we aimed at examining the relationship between academia and practice. For the quantitative research, a questionnaire was used based on the theoretical references concerning the competences and skills required for the public administrator, as pointed out by Keinert (1994). The purpose of the questionnaire was to identify the level of importance , the intensity of use , and the domain in relation to the 30 competencies identified. The questionnaire was validated by method of judges, through statistical tests applied to public managers. The qualitative research was carried out through content analysis of pedagogical projects and course descriptions from three institutions which had obtained grade five in the National Exam of Students Performance (ENADE) in the last evaluation for the triennium 2009-2011. According to the results, skills were assessed as \"very important\" for work context, and most of them are being used in professional practice. Concerning the mastery of the respondents skills, results show that the training priority index (TPI) was below average, in other words, respondents showed a good mastery of skills, but this could be improved. As it was observed, the institutions are moving into the training of competencies, since the majority of the competencies (28) that were considered \"very important\" were found in the educational project of the institutions which took part in the research. Some results show some weaknesses that must be considered by the academy, for example, the lowest dominion of the respondents be directed to the \"political competence\", citizenship and democracy , strategic vision \",\" sustainability \" that are essential competencies for context public. However, results indicate that it is not enough to insert those competences in the pedagogical projects and in the discipline or course descriptions. The institutions must also rethink their teaching models and paradigms.