Sustentabilidade e responsabilidade socioambiental: cren?as provendo a forma??o de graduandos em administra??o

• Main Author: Marujo, Marcelo Pereira
• Other Authors: CPF:00767399455
• Format: Others
• Language: Portuguese
• Published: Universidade Federal do Rio Grande do Norte 2015
• Subjects: Sustentabilidade; Administra??o; Forma??o; Cren?a; Responsabilidade socioambiental; Sustainability; Administration; Training; Beliefs; Social and environmental responsibility; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Online Access: http://repositorio.ufrn.br:8080/jspui/handle/123456789/18314

Made available in DSpace on 2015-02-24T18:18:37Z (GMT). No. of bitstreams: 1 MarceloPM_TESE.pdf: 1450088 bytes, checksum: e65e551bf88bca96a25cf03f9515ad4d (MD5) 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