Proposta de uso do objeto de aprendizagem incluir em contextos organizacionais : princípios teóricos norteadores

Abstract

The inclusion of people with disabilities into the labor market is a subject which instigates reflection, mainly in relation to the search for possibilities to reduce the barriers of this context. Learning in organizations may be an alternative for this demand, because several identified difficulties are observed in human resources development with respect to inclusion. Thus, technology has been an important resource for organizations, considering training strategies, as they may be considered an alternative for development processes. This master’s dissertation has the purpose of identifying the theoretical guiding principles which can base the use of the learning object LO Incluir in the formation of human resources for the inclusion of people with disabilities into labor environments. The LO Incluir was created to train teachers, considering the school context. The present bibliographic review study starts presenting an overview about people with disabilities’ inclusion into the Brazilian labor market, taking into account the diversity management, and it seeks to understand the organizational learning principles. Next, there is an analysis of epistemological perspective, organization and structure of the LO Incluir. There is also an investigation of the guiding principles to use the available LO modules, for human resources formation, related to inclusion. Moreover, there is a search for identification of guiding principles to plan a specific module for the organizations. The main results allow the approximation of the LO Incluir, through its epistemological basis, and theoretical presuppositions of organizational learning. It is verified that the LO Incluir structure, which consists of mobilization, provocation and information levels, and based on a constructivist approach, meets the selected guiding questions to define the organizational learning concept, which position the learning level, the goal neutrality, the idea of change and the processual nature as essential elements to understand learning in organizations. It is evidenced that the content needs adaptations, in a way that the organizations’ subjects can feel contemplated in the proposed problematizations, since the work universe has been approached only in peripheral vision.