Desenvolvimento de competências argumentativas na formação de administradores: um framework do ensino-aprendizagem de retórica

Abstract

Through discourse, managers seek to shape or influence the construction of reality to make the environments in which they operate favorable to their presence and that of their organizations. Taking into account the deadline of the National Curricular Guidelines (DCN), until 2024, for undergraduate courses in Administration to enable the development of competence in communicating effectively, the objective of this thesis is to propose a framework for teaching- learning rhetoric – art and technique of persuading through speech – in the training of administrators. The investigative process was structured in three interconnected stages, the first being to interpret and understand the guidelines present in the DCN that relate to rhetoric. The perceptions of document collection and analysis were schematized in a matrix bringing together conceptual explanations and desired effects on learning, which was, in the next stage, integrated with the results from a literature review that identified the incidence of rhetoric learning in higher education courses on scientific data. The data, analyzed through thematic analysis and organized by environmental (content, knowledge, curriculum, social dynamics) and individual (skills, abilities, attitudes) dimensions, supported the composition of a theoretical framework of the characteristics related to the teaching-learning of rhetoric for the undergraduate course in Administration. In the third moment, as an example of applying the framework to benefit in-depth research on the topic, the categories were instrumented in questionnaires for collection and thematic analysis of data in field research applied to a sample of teachers in training in the area of Administration. The addition of primary data provided perceived factors of mastery of individual subjectivity and ethical, emotional, and rational strategies in classroom argumentation. As a theoretical contribution, the study provides a functional definition of learning rhetoric from the perspective of Administration teaching, represented by the framework that methodologically contributes to future studies and signals opportunities for training administrators who do not point to communication as one of their main problems, also demonstrating a practical and social contribution