O programa de trainees como representação de uma aprendizagem situada

AUTOR(ES)
DATA DE PUBLICAÇÃO

2011

RESUMO

Predominates in the organizations a thinking that learning is purely obtained through programs and formal training sessions. However, many activities and answers given to daily situations were never reliably represented or simulated in formal training sessions. This study focus on a context of the action-based learning as well as on the answers given to the questions rose from daily activities by the new employees that will be part of the company through trainee programs. With the objective of comprehending the Trainee Program of WEG company from a theoretical analysis of situated learning and the integration into the workplace of the participants in this program, in light of the elements of legitimate peripheral participation, the study was conducted in the following manner: 1) review of literature regarding situated learning and peripheral legitimated participation; 2) deepening of the methodological study, a qualitative research that had as a strategy a single and qualitative case study of interpretative nature; 3) continuity and deepening of the immersion inside the field of study, with interviews and data collection; 4) identification of a situated syllabus present in the professional insertion of a trainee; 5) encounter between the categories met in the empirical material and in specific aspects of the concepts of peripheral legitimated participation. The categories emerged from the empirical data to compare the theoretical and were issues in language association of learning with the practice, legitimacy and objective dimension of learning. Thus it was possible to characterize a situated syllabus, effectively as it is experienced by the trainees during their transitions, caring it out during the transformation process of a fresher until he becomes an effective member. For the participants of the trainee program of WEG, there was evidence of the typical behavior of the learning that happens with the commitment in a determined practice. It was noted the revelation and assimilation of tacit knowledge available in the learning situations in day-to-day organization, following a route to be realized in fact - accepted and recognized - in your area. Also contributing to the reflection on a learning perspective supported by actions in situated practices, as well as their links in the inclusion of new members in a workgroup. Demonstrated aspects of social practice in learning and social-historical ix formation that perpetuates a body of tacit knowledge of the organization, which formally are not externalized but recognizable and conducted in a set curriculum

ASSUNTO(S)

currículo situado participação periférica legitimada trainee administracao pessoal - treinamento curriculum situated legitimate peripheral participation trainee

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