Narrativas em relação: do design da experiência acadêmica ao design de gestão

Abstract

This work aims mainly to investigate significations of the academic experience, constituted by narratives of graduation students from a community superior education institution, registered in the 'R' Curriculum (inside an institutional Program of Curricular Restructuration), in order to point possible paths for the academic management. The theoretical foundation was based mainly on the theory of relation to knowledge, by Bernard Charlo (2013, 2005, 2000); and on the concepts of: affiliation, by Coulon (2008); experience, by Dewey (1976, 1979, 2010); college education, by Magalhães (2019) and Dias Sobrino (2010); unbundling, by Tristan McCowan (2018); curriculum, by Sacristán (2000) and Moreira (2013); language, by Benveniste (2006); alterity, in Platão (2003); performativity, by Stephen Ball (2004); community university, by Fioreze (2017) and Longo (2019); community institution management, by Frantz (2006); complexity, by Morin (1973, 2002) and in the conceived, lived and perceived, triad by Lefebvre (1971). Based on the theories contemplated on this investigation and on the authorial concepts related to the design of the academic experience, a dialogue with empirical data was established. This data was built from 134 answers from students at University of Caxias do Sul (UCS) to the instrument entitled "Experience Balance", which was introduced by a socioeconomic questionnaire. The narratives were treated considering the perspective of through Discursive Text Analysis (MORAES; GALIAZZI, 2007). Distancing and approximations of the students? perceptions with documents that reveal the institutional conceptions were also performed, such as the Institutional Development Plan (IDP) 2017-2021 by the University itself, and the Notebooks of PRAC (2020). As a support tool, the Exploratory software was used for the generation of graphics, word clouds and the explanation of thematic groups. Six categories emerged from the student narratives: a) achievement; b) resilience; c) movement, growth, transformation; d) belonging and community integration; e) knowledge; f) coexistence. The results of the research point the dialogue as a central element of the relation with knowledge in the community university. Thus, it shows the academics' need to be listened about their yearnings through the course of curricular execution. In face of the data crossing, an orientational method of actions is suggested to University Management. The thesis here is that, by considering and systematically inter relating design dimensions of the academic experience design - which involves academic path design and academic experience design (in the student's and institution's perspective) -, the academic management of the community university can: a) strengthen of the dialogue and participation; b) potentiate the student affiliation process, contributing to the amplification of belonging and to its permanence trough the curricular execution; c) better understand and appropriate the purpose of the community institution, which is the common good; and d) generate more subsides to the management design to face the identity crisis that permeates college education and the definition of institutional futures. [resumo fornecido pelo autor]