Pedagogia empresarial: que conhecimento e espaço são estes?

Abstract

This study had as objective to analyze the organizational structure of the courses of Managerial Pedagogy of the country, looking for to apprehend when and in which contexts it appeared. For so much, we accomplished a research in national level about the number of existent courses of Managerial Pedagogy, finding thirteen institutions that it maintains regular courses, of the which, even so, just three sent the requested documentation, having restricted our study to the courses of CEPEMG - Centro de Estudos Pedagógicos de Minas Gerais, located in Belo Horizonte/MG; UESA _ Universidade Estácio de Sá, located in Rio of Janeiro/RJ; and UFU — Universidade Federal de Uberlândia, located in Uberlândia/MG. Inside of each course, we analyzed and compared its objectives, vindicative, curricular tables, contents, bibliographies, teachers' formation and his involvement with the area and relationship of the course with the graduation in pedagogy. To situate the analysis of the data, we presented in the first chapter a synthesis of the historical evolution of the pedagogy course in Brazil. We evidenced that course didn't have along its history in the country, a knowledge field and action very defined. This fact provoked, in function of the educators' needs and of the transformation of the society, the search for the pedagogy professional's insert inside of the companies, even if disputing space with other professionals of the development of human resources. In the second chapter we were about the post—graduation in Brazil, accomplishing a historical synthesis in the country and, more specifically, of the modality lato sensu. The study exhibit that that field revealed advantageous for the private sector, that saw in the normative flexibility and in the low relative cost of those courses, ally to the great demand of the labor market for qualification technique- professional in consequence of the socioeconomic conjuncture of the moment, a good growth opportunity, creating the most varied courses than, not rare, can show itself inconsistent with the objectives of its disciplines or the discourse of its academic areas, or even content emptiness, without any scientific or methodological rigidity. In the third chapter we accomplished a discussion on the aspects directly related to the Managerial Pedagogy concerning the reasons for the which the course was created and Structured. The relationship education and work, as well as the capitalist way of production was worked, as well as the productive restructuring of the capital in the last century. We still presented the ideas that support the insert of the pedagogy inside the companies and the bases of the Managerial Pedagogy. It was evident that the course structures itself mainly around the concept of Total Quality, which is shown as more a face of the capitalist productive restructuring, being a continuity of the ideas of scientific administration begun by the taylorism, tends in view the exploration, control and the worker's seduction. In the fourth chapter we presented the results of the field work accomplished in the three researched courses. Finally, we reached the conclusion that the course of Managerial Pedagogy doesn’t possess own knowledge, and most of its contents and bibliography are of the area of the administration of companies, being the knowledge relative to the pedagogy relegated to second plan. Besides, its teachers, in its great majority, are intimate and fully linked to the managerial world, existing little relationship among that specialization and the knowledge transmitted in the graduation in pedagogy. We believe that to guarantee the minimum of inner coherence, the courses of Managerial Pedagogy must to redefine its objectives, in the search of a more critical, pedagogic and less managerial vision. In case this doesn't happen, these courses take the risk of be just turned in more an instrument of the capitalism, used in the seduction and subordination of the worker to its rules and interests.