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Previous issue date: 2011-06-16 === This research aims to focus on the education problem, since its source of development is
the Research Base: Teachers Training and Qualification of UFRN. Therefore, we seek
guidance in the beliefs in sustainability to propose plausible alternatives to promote the
education process of UFRN administration undergraduates in order to meet the demands of
a market-oriented society, since the market trend is to evolve from environmental guided
activities, and future administrators should be trained to meet those conditions. The need to
develop an instrument capable of understanding the beliefs of undergraduates on the
sustainability problem becomes the object of analysis. This research aims to develop a
normative questionnaire to study administration students beliefs in sustainability. The
complexity and sensitivity of this research required the integration of various
methodological procedures. These proposals were made as follows: analysis and selection
of literature, expert validation procedures and psychometric methods and statistics. As for
the literature, types of sustainability were identified and categorized, such as: political,
social, economic and environmental sustainability. However, it is understood that the
educational type, although included in all of those, needed to be converted into another type
to fit the theme, since education is believed to be the best way to raise awareness about
sustainability. Thus, it was required the categorization of the types, which was defined
using criteria such as: contexts, objectives, goals, pathways and hypotheses. The normative
questionnaire was the guiding instrument to investigate the role of administration students,
regarding the level of knowledge established and regulated by social educational context,
especially by becoming a basic condition for carrying out research on beliefs. The study
confirmed that the types of sustainability - political, social, economic, environmental and
educational - for having institutionalized literatures as sources, in international and national
levels, are representative in the identification of future administrators. Therefore, it is
believed that the types of sustainability categorized to provide a characterization of
sustainability include the structuring of knowledge for undergraduates. The economic and
political types, however, were not as representative with respect to their typicality and
polarity indices as the educational, environmental and social ones. Although the beliefs of
the undergraduates show how much they share ideas on all types, they present more
identification with the educational and environmental types. Finally, it is expected that this
instrument be subject to application in similar contexts so that it can ascertain whether such
statements are part of the knowledge structure of future administrators from other
institutions. Therefore, it is expected this strategy to strengthen the validation of the
normative questionnaire === A presente pesquisa converte seu interesse no problema da forma??o, pois sua fonte de
desenvolvimento ? a Base de Pesquisa: Forma??o e Profissionaliza??o Docente da UFRN.
Sendo assim, busca-se nas cren?as sobre a sustentabilidade orienta??o para propor
alternativas poss?veis de favorecer o processo formativo de graduandos em administra??o
da UFRN, a fim de atender as demandas de uma sociedade orientada pelo mercado. Pois, a
tend?ncia do mercado ? de se desenvolver a partir de atividades ambient?veis e os futuros
administradores devem ser formados para atenderem tais condi??es. A necessidade da
cria??o de um instrumento capaz de apreender as cren?as de graduandos sobre a
sustentabilidade converte-se no problema objeto de an?lise. A pesquisa tem o objetivo de
elaborar um question?rio normativo para estudar as cren?as sobre a sustentabilidade de
graduandos em administra??o. A complexidade e suscetibilidade da pesquisa demandaram
a integra??o de variados procedimentos metodol?gicos. Tais proposi??es seguiram a
trajet?ria: an?lise e sele??o da literatura especializada, procedimentos de valida??o por
especialistas e por m?todos psicom?tricos e estat?sticos. Nas literaturas foram identificados
e categorizados tipologias da sustentabilidade, como: pol?tica, social, econ?mica e
ambiental. Contudo, entende-se que a tipologia educacional, embora j? pertencente aos
conte?dos de todas estas, necessitou ser convertida numa outra tipologia e se aliar ?
tem?tica. Pois, defende-se que a educa??o ? a melhor forma para se conscientizar sobre a
sustentabilidade. Dessa forma, necessitou-se da categoriza??o das tipologias a qual foi
definida atrav?s de crit?rios, como: contextos, objetivos, metas, vias e hip?teses. O
question?rio normativo foi o instrumento norteador para se investigar as representa??es dos
graduandos em administra??o, no concernente ao n?vel de conhecimento estabelecidos e
normatizados pelo contexto socioeducacional, em especial por se converter numa condi??o
b?sica para se proceder a investiga??o sobre as cren?as. O estudo corroborou que as
tipologias da sustentabilidade pol?tica, social, econ?mica, ambiental e educacional - por
terem como fontes literaturas institucionalizadas, em n?vel internacional e nacional, s?o
representativas nas identifica??es dos futuros administradores. Portanto, acredita-se que as
tipologias da sustentabilidade categorizadas para prover caracteriza??o da sustentabilidade
compreendem uma estrutura??o de conhecimentos dos graduandos; n?o obstante, as
tipologias econ?mica e pol?tica n?o tenham sido t?o representativas no que concerne aos
seus ?ndices de tipicidade e polaridade, quanto as tipologias educacional, ambiental e
social. As cren?as dos graduandos mostram o quanto compartilham ideias sobre todas as
tipologias, todavia apresentam mais identifica??o com a educacional e ambiental. Por fim,
espera-se que o instrumento seja objeto de aplica??o em contextos semelhantes para que se
possa averiguar se tais enunciados fazem parte da estrutura de conhecimento de futuros
administradores de outras institui??es. Logo, espera-se com esta estrat?gia poder fortalecer
a valida??o do question?rio normativo
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