Design instrucional contextualizado no serviço público federal: um guia para o planejamento de ações de desenvolvimento

Abstract

This research deals with planning the training and qualification program for public servants at the Federal University of Rio Grande do Norte (UFRN). Considering the growing need for continuous learning in organizations, we highlight the importance of efficient planning to offer quality continuing training actions that meet institutional demands and the interests of public servants. We therefore investigated the following research question: what strategies can help plan training proposals in the public sector and make this process more efficient and dynamic? This research aims to develop a planning model based on contextualized instructional design for development actions in the public service. In the theoretical background of this study, we discuss the development of public servants in the federal public service, the planning of development actions, innovation in planning, and contextualized instructional design. This collaborative research will be carried out through participant research, strengthening the researcher's integration with the social environment of the study object. Concerning to the goals, they are exploratory ones, once they aim to deepen knowledge of the phenomenon being analyzed. To achieve this goal, we conducted a diagnosis of DCEP’s reality, using document analysis, participant observation, and SWOT analysis as instruments; we developed the planning model based on the diagnosis constructed, the analysis of the literature, and based on the guidelines of contextualized instructional design and, finally, we evaluated the planning model with the DCEP team, conducting a collaborative analysis and applying a survey using Google Forms. We adopted a qualitative approach, aiming for a detailed study of the defined object and its practical applications, as we sought to intervene in a problem experienced in the social reality under study. Thus, we sought to build a planning model that could improve the quality of development actions for UFRN public servants. As a result of this study, we produced a planning model based on contextualized instructional design based on a diagnosis of the DCEP’s reality. In the initial assessment of this model, we observed its coherence with the needs of the unit and the feasibility of its implementation. The developed model fosters continuous evaluation and improvement processes of the training activities made available to public servants and constantly reviews the planning flow. Among the contributions of this model, we highlight the possibilities for promoting efficiency in the planning of training actions, as it provides a more complete view of the whole and allows for a better analysis of which steps or procedures can be improved to generate the desired results. In addition, we have produced an e-book format guide on the planning model to support the management of training actions and help integrate new staff into the DCEP team. Finally, the elements resulting from this research are significant opportunities for us to reflect on and invest in the quality of the development actions offered to civil servants. However, we would like to point out the need for further studies in this area, focusing mainly on the practical reality of the teams that manage these training projects and the educational needs of public servants.