O processo de aprendizagem do professor-gestor : interação dos aspectos formais e informais de aprendizagem e desenvolvimento de competências gerenciais

Abstract

The offer of higher education courses and graduate programs have been highlighted in the Brazilian economic and social scenario in recent decades. More and more students seek to enter courses at Higher Education Institutions (HEIs), an attitude intensified by the need for personal qualification of professionals and competition in the job market. In this context, university management strategies are essential for monitoring the growing demands of the teaching network, putting pressure on the qualification and improvement of skills of professional managers. This study aims to analyze how the formation of the teacher-manager learning process occurs in Higher Education Institutions, considering the interactions between formal and informal learning processes, and how they contribute to the development of managerial competences. For this, a generic qualitative study research was conducted through semi-structured interviews in Higher Education Institutions located in the state of Ceará, interviewing professionals who, in addition to working in teaching, occupy leadership and coordination positions in various sectors of organizations. Thus, 20 interviews are carried out with coordinators and managers, in order to obtain theoretical saturation. In sequence, the data obtained from the analysis identified four categories related to formal learning: courses and training, pedagogical meetings, lectures and workshops; and four categories that relate to informal learning: self-directed learning, learning through practice, learning from mistakes, and learning from peers. Regarding the interaction between the learning models, two categories emerged: contributions of formal learning to informal practices and contributions of informal learning to formal practices. From the interviews, it was possible to observe the importance given to the interrelation between the two learning modalities, since each approach manages to contribute in complementary ways to the learning process. The present study proposes that Educational institutions promote events that seek to complement formal and informal aspects of learning, in order to unite theory and practice in favor of the development of managerial competences. [resumo fornecido pelo autor]