Ciclo ERSSA e os antecedentes da aprendizagem organizacional : o empreendedorismo por meio do storytelling

Abstract

The constant changes in the world simultaneously reset and configure new perspectives of society and the market, mobilizing entrepreneurs for a search for greater development and competitiveness of their organizations. In this context, learning contributes to the survival and competitiveness of companies, however, there is still to be explored when the intention is to bring together learning and entrepreneurial behavior (EC). The gap between what precedes and drives learning and at the same time drives and encourages individuals to undertake is what drove this research. This thesis sought to analyze the contribution of the relationship of the ERSSA cycle (experience, reflection, sense, meaning and learning) with the learning background for the development of the CE through storytelling. For this, a research was carried out with a qualitative approach, exploratory and descriptive objectives. As a research strategy and in order to develop a new theory, the Grounded Theory (GT) was adopted. To choose the research participants, theoretical sampling is used in complementarity with the snowball. As data collection techniques, semi-structured interviews and narrative interviews are used. Regarding data analysis, the GT analysis itself is used, with open coding (incident by incident), axial coding and selective coding. Both stages of GT subsidized by constant comparison together with theoretical sensitivity for the construction of a new theory. The construction of grounded theory proposes a theoretical framework that indicates that the learning background includes the experiences arising from individuals and groups, being discerned and shared through the social practice of storytelling arising from the ERSSA cycle. This results in the construction of meaning and meaning through the reflection of the stories that facilitate entrepreneurship, as they lead to deeper levels of learning as well as the development of the CE. This theoretical approach relates the background of learning, the ERSSA cycle and the development of the CE through a dialogical and participatory process, in which people, based on the social practice arising from storytelling and the ERSSA cycle, are able to leverage their learning background and develop CE characteristics. [resumo fornecido pelo autor]