Gestão universitária e pensamento complexo: aproximações e travessias a partir das narrativas de sujeitos de um curso de pedagogia

Abstract

This thesis presents the research process that sought to understand the management processes/practices of the Pedagogy program at a public university in northeastern Brazil. The guiding question was: How is the management of the Pedagogy program taking place, considering the principles of Complex Thinking? The overall objective was: to present the contributions of Complex Thinking, based on Edgar Morin, as guidelines for reshaping the management of the Pedagogy program. This thesis was written using the metaphor of the Crossing. To aid me in this epistemological Journey, I used authors on complexity, transdisciplinarity, and self-organization through noise, among others, as a bridge. These authors served as the basis for my understanding of university management, course management, and its complexity. The choise of a method inspired by complexity theory was based on epistemological affinity, but above all, it was intended to understand my field of study in an articulate manner, seeking to highlight the dynamic nature of the journey and the multidimensionality of the phenomenon. I conducted conversations with nine individuals (teachers, administrative staff, and studants) who are part of the Pedagogy program, and these conversations were triggered by generative themes. The principles and tetragrammaton of complexity, as well as the methodological strategies proposed by Morin (2003), were used as elements for understanding the narratives. This strategy allowed me to highlight some indicators, which can constitute clues to enrich the management processes/practices of the Pedagogy course and thata can have consequences for university management, namely: the recognition of a management/manager aware of their limits and the uncertainty of their tasks; the conception of management/manager as a self-eco-organizing system/individual, capable of (trans) formation; that operates through reconnection, dialogue and respect for diversity; that recognizes the autonomy present in their management processes/practices, at the same time, that recognizes their multiple dependencies; and that has a social commitment to manage an institution/course, based on participatory democracy, collaboration, and training for ethics guided by human and planetary rights. These indicators also allowed us to understand the need for (self-inter-eco) constitution of the manager for the transition to take place. This requires a transformation in their pedagogical-managerial matrix and the implementation of na ecology of knowledge by the manager (transdiciplinarity) through dialogue, retroactive and recursive processes, and attention to noise. This allows for self-organization in their being-doing-knowing management, which involves the individual (subjective), collective (intersubjective), and ecological (contextual) dimensions, and which constitute contemporary demands. [resumo fornecido pelo autor]