Participação periférica legitimada: um estudo com servidores novatos de uma instituição federal de ensino

Abstract

In Brazil, entry into a career in public office or employment depends on passing a public examination. However, most of the time, the examination only assesses the academic knowledge of candidates. Organizational learning represents an important resource to promote the socialization and integration of new civil servants in the context of public administration. The literature reveals that in recent years, the study of organizational learning, focusing on studies based on practices, has been growing; however, few studies have focused on the context of public service. In order to fill this gap, the aim of this study was to analyze how the learning of new Technical-Administrative Civil Servants (TAEs) of IFRS occurs, in light of legitimate peripheral participation (PPL). PPL refers to the process by which newcomers become part of a community of practitioners or a group of professionals. To this end, a qualitative research of an applied nature was conducted, using the case study strategy. Regarding the objectives, the research was exploratory and descriptive. Data collection was carried out through semi-structured interviews, documentary research, and participant observation. The study included new technical-administrative education staff from IFRS and other veteran TAEs who interacted with these newcomers. Thematic analysis was used to analyze the data using NVivo 15 software. Data triangulation was also performed. From the perspective of PPL, the main results indicate that novice TAEs have access to learning resources. As a result, they learn by actively participating in formal and informal learning practices, gradually engaging in informal learning practices, and interacting in social practices shared by veterans. Thus, newcomers move from peripheral participation towards full participation, increasingly increasing the level of complexity, which brings legitimate contributions to the work team and the institution, in addition to providing a sense of belonging and the construction of identity as a public servant. As a contribution, it is expected that the results of the study can contribute to improving the learning practices of new TAEs. [resumo fornecido pelo autor]