As políticas de formação no Banco do Brasil e suas implicações pedagógicas : do DESED à universidade corporativa (1965 a 2006)

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

In face of a complex organizational world inserted in a globalized and financially-oriented society, the object of research of this dissertation is the management teaching used by a Brazilian company of the financial sector. Going through this organizations educational praxis itinerary of the last forty years, it was possible to identify the formation politics that guided the pedagogical actions during this time, and reflect about the implications that provoked the economic and social development of this institution. Jaques Ardoinos intelligibility model is the main reference in the reflections of the following perspectives: people, inter-relations, groups, organization and institution. The reflections on Adult Education e Permanent Education contribute to analyze the influence of UNESCO in the elaboration of the public and the private Professional Education Policies in Brazil. The substratum of the Pedagogy and the Pedagogic Methods is Paulo Freire conception of Freedom-prone Education and Louis Nots Knowledge Pedagogy. The organization is unveiled by Renaud Sainsaulieu and Ana Maria Kirschner management sociology and by the psycho-sociologic analysis of the organization, management and power disputes of Vincent Gaulejac and Eugène Enriquez. Other theorists are also present in this search for the intelligibility of the Management Pedagogy used by the Corporate University of the Bank of Brazil, where we find layered: the Public Politics (Economic, Financial and Educational), Staff Education Policies and Capacity Enhancement Programs that have supported the passageway of various economic and political cycles of the Brazilian society and that resulted in deep transformations in this organization. By using the multi-reference perspective and the qualitative approach, the social actors and authors of the educational process of this institution unveiled, with the use of narrative interviews techniques and documentary research, the existence of various politic-pedagogic projects that coexisted through all its history of humanist and technicist character. The final result is a social-historical rescue of the business teaching practiced at Bank of Brazil.

ASSUNTO(S)

políticas de formação educacao multi-reference educação de adultos adult education business teaching educational politics multirreferencialidade pedagogia empresarial

ACESSO AO ARTIGO

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