Aprendizado de conceitos de administração em disciplinas de graduação através de casos para ensino

Abstract

The objective of this study is to investigate the appropriation of introductory concepts of Business based on the implications of the case teaching method. The specific objectives are: to identify the use of theoretical knowledge in students' answers; to understand the articulation between theory and practice; and to analyse the reflective process in the use of the case method. The research starts from the ontology of subject-object interaction, from the Piagetian work, given that its archives place the Social Being as the most adequate perspective to understand the study of the logical discourse of the being. Given the above, the research is grounded on the interpretativist paradigm, in which the author interprets what is spoken by the interviewees or producers of the content to be explored. Such method, composed of systematic procedures, The research is qualitative and analyzed responses from Cases for Teaching applied in 14 different classes, between 2011 and 2020, comprising 219 responses. In this scenario, to understand the theoretical constructions developed by students in the classroom from the proposed teaching cases, the method used will be Content Analysis. As results the study identified that there is the use of theoretical knowledge in student responses; in many responses there is articulation between theory and practice; although the reflective process in student responses to the cases is not always evidenced. Finally, the study concludes that the appropriation of introductory concepts of Business from the use of the case method is largely inadequate, by giving preference to prior knowledge over the theoretical aspects studied can achieve understanding of the content issued, as well as make inferences about the answers collected. The results of the study can demonstrate different levels and characteristics of appropriation of management concepts through the use of cases for teaching.