Amon Narciso de Barros

Apropriação dos saberes administrativos: um olhar alternativo sobre o desenvolvimento da área

O presente trabalho tem como objetivo colocar em relevo uma visao alternativa no que se refere ao estabelecimento dos saberes gerenciais. Busca-se ressaltar a importância dos praticantes para que os saberes administrativos circulassem e, mesmo, chegassem a existir, em um contexto no qual nao havia estabelecimentos de ensino superior em Administracao. Assim, a transmissao desses conhecimentos e a legitimacao desses saberes ainda nao haviam se integrado as normas de producao de ciencia, mas ja se estabeleciam por outras vias que nao aquelas legitimadas institucionalmente. Em um primeiro momento, considera-se a importância dos estudos que coloquem a Administracao sob perspectiva historica, a fim de discutir seu presente com mais apuro. Esse e um movimento que vem ganhando forca, em especial internacionalmente, e que, de modo recente, passou a influenciar alguns autores brasileiros (COSTA; BARROS; MARTINS, 2010). Em sequencia, apresenta-se a perspectiva foucaultiana que subsidiou a reflexao desenvolvida, especialmente a partir das proposicoes de Foucault (2008, 2009) sobre a formacao dos discursos e do estabelecimento dos saberes. Acredita-se que a reflexao acerca do estabelecimento de um regime de producao de verdade similar ao da ciencia e elemento crucial para compreender o esquecimento do saber do praticante quando se discorre sobre o desenvolvimento do saber administrativo. Buscou-se, tambem, trazer elementos que permitissem discutir a formacao do campo do saber administrativo e, especialmente, seu desenvolvimento no Brasil. O trabalho chega a conclusao de que, embora sejam, em geral, marginalizados, os saberes praticos foram importantes na formacao do campo do saber administrativo, especialmente no periodo que precede seu estabelecimento no interior do regime de producao de verdades cientificas.

O COTIDIANO E A HISTÓRIA: CONSTRUINDO NOVOS OLHARES NA ADMINISTRAÇÃO

The purpose of this article is to discuss the possible contributions of studies that combine history and everyday life to build new perspectives about Management. To achieve this goal, we discuss the association of Management, history, and studies about everyday life as an option to produce alternative perspectives within Management. We conclude by reiterating that the construction of these dialogues can open interesting paths to the development of self-reflective knowledge that are politically, socially, and geographically positioned.The purpose of this article is to discuss the possible contributions of studies that combine history and everyday life to build new perspectives about Management. To achieve this goal, we discuss the association of Management, history, and studies about everyday life as an option to produce alternative perspectives within Management. We conclude by reiterating that the construction of these dialogues can open interesting paths to the development of self-reflective knowledge that are politically, socially, and geographically positioned.

Uma narrativa sobre os cursos superiores em Administração da FACE/UFMG: dos primeiros anos à sua unificação em 1968

We present the development of the higher education courses in Administration of FACE/UFMG between its creation and 1968, when the merger of its three courses took place. The study is justified by the important role that the undergraduate courses in Administration play and played to spread management. We shed some light on the history of the courses in Administration of FACE/UFMG, highlighting the establishment of its courses in Public Administration and Sociology and Politics, in 1952, and in Business Administration, in 1954. We also emphasize that FACE/UFMG was not included in the agreement signed in 1959, involving other existing higher education courses or some courses that were about to be created in the country. Sequentially, we present an overview of the route of the higher education courses in Administration of FACE/UFMG in the 1960s, culminating in their unification in 1968. We conclude by claiming the importance to recall the history of the undergraduate courses as a way to understand the current scenario in the area, as well as the need to regard the development of Administration in Brazil as a not natural process that is full of complexities and must be analyzed from a perspective open to interaction between domestic and foreign factors.

Decoloniality, geopolitics of knowledge and historic turn: towards a Latin American agenda

Abstract In this paper, we explore how a decolonial framework can inform management and organizational knowledge (MOK) with the objective of fostering a decolonized historic turn (HT) agenda from Latin America. MOK and the HT are demarcated by the predominance of Anglo-Saxon knowledge in which time fosters a colonizing effect. The HT has not promoted the inclusion of authors, theories, concepts, objects, and themes from other geographies. Hence, we have to make use of geopolitics of knowledge to reintroduce space and to deloconize the HT agenda. We believe that it is by exploring the (dis)encounters of the external and the internal sides of the border, in a double consciousness exercise, that we may foster a more plural field of MOK and a richer HT agenda. From this space of diverse epistemic encounter from both sides of the border, it would be possible to recognize and value what has been produced from the colonial difference, not as expressions of exoticism, but as relevant critical forms of knowledge produced and lived from the perspective of different histories and traditions. More than claims of purism, concepts of anthropophagy and sociological reduction may indicate that Latin America great virtue may be represented by its ability to adapt foreign knowledge to local reality generating something new without letting itself being catechized nor becoming a mimicry copy of the colonizer.

Antecedentes dos cursos superiores em Administração brasileiros: as escolas de Comércio e o curso superior em Administração e Finanças

This paper presents a historical narrative about the development of schools of commerce and higher education courses in Administration and Finance in Brazil that later contributed to the establishment of high education courses in management. The study is an outcome from another work which sought the origins of the undergraduate course in administration at the Faculty of Economic Sciences of the Federal University of Minas Gerais (FACE/UFMG) and indicated the importance of schools of commerce and of the higher education courses in administration and finances and not only for that faculty. Articles on similar institutions and their courses, as well as elements of the relevant legislation were used as primary and secondary data sources. From the historical analysis, an overview of the educational structure in the country is presented, focusing on the period before the first undergraduate courses in administration were created in 1952. The work reiterates the importance of understanding the institutions that pre-existed higher education in administration and indicated the relevance of deepening discussions on the transmission and production of knowledge in Brazil.

Organizational archives and historical narratives: Practicing reflexivity in (re)constructing the past from memories and silences

The purpose of this paper is to present the role of reflexivity in relation to archives and narratives.,The authors problematize the concept of “archive,” by engaging with debates in philosophy and the archival theory. The authors also revisit historical theories and debates on the role of the narrative within historiography. Finally, the authors consider reflexivity as a methodological attitude taken by the researcher at all stages of the investigation from challenging theoretical assumptions of empirical materials to questioning the very narrative that is created when looking for alternative ones.,This paper poses questions about documents and archives that emerge from reflexivity. The authors claim that reflexivity is an ethos that allows researchers to keep the multiple narratives in which they are entangled in check. The paper brings a framework that allows researchers to use reflexivity to become more conscious of the complexities and ambiguities within the research process that leads to the writing of historical narratives.,This paper points to the need to enhance the reflexivity at every stage of the research, including “interrogating” the archives and documents, which are compiled under a narrative.,The authors highlighted the multiple characteristics of archives, their meanings and the possibilities of writing narratives about them through reflexivity. The authors have the historical narrative as one possible reconstruction of a historical object, which is connected to the production conditions of the text. Through reflexivity, the authors discussed the socially constructed nature of the documents and the archives. Finally, the authors believe that debates around the production of this knowledge should continue, focusing especially on building bridges with the field of history.,Historical narratives do not depend on the scientific character of historical sources, but it considers reflexivity by the researcher regarding the search, collection, reading and analysis of historical documents. In addition, it is necessary to think about the use of documents and archives and histories in a reflective way for a writing of history and, indirectly, for a contextual understanding of the time observed and as forged sources – or discarded – and made available.,Challenging the use of documents and archives in a reflexive way for the writing of historical narratives and for contextual understanding of the past is key to a richer relationship between management and history. This paper points to the role of reflexivity in relation to archives and narratives in the practice of (re)constructing the organizational past from memories and silences. It also highlights how reflexivity can be incorporated in the research process to enrich the writing of the historical narrative.

Assédio Moral e a Violência Inata: Contribuições Freudianas aos Estudos das Organizações

O presente ensaio teorico pretende contribuir com a reflexao sobre o assedio moral nas organizacoes produtivas, compreendendo-o como uma questao estrutural das relacoes de trabalho. Defende-se aqui que a violencia no trabalho e fruto de afinidades eletivas entre a conjuntura especifica da sociedade contemporânea e as demandas pulsionais dos sujeitos, vinculadas a pulsao de morte, que encontram vazao em demandas da vida hodierna, principalmente, na busca constante pela melhoria da performance. Assim, buscar-se-a discorrer sobre a violencia inata dos seres humanos, postulada por Freud em varios de seus textos, objetivando apontar para outras possibilidades de interpretacao do fenomeno. Como consideracoes finais, defende-se que apenas quando o individuo tiver possibilidades de sublimacao real em seu trabalho e em seus momentos de lazer e que sera possivel escapar, nao completamente, contudo, dos efeitos negativos da pulsao de destruicao no ambiente de trabalho.

Background of undergraduate courses in administration in Brazil: the schools of commerce and the higher education courses in administration and finance

This paper presents a historical narrative about the development of schools of commerce and higher education courses in Administration and Finance in Brazil that later contributed to the establishment of high education courses in management. The study is an outcome from another work which sought the origins of the undergraduate course in administration at the Faculty of Economic Sciences of the Federal University of Minas Gerais (FACE/UFMG) and indicated the importance of schools of commerce and of the higher education courses in administration and finances and not only for that faculty. Articles on similar institutions and their courses, as well as elements of the relevant legislation were used as primary and secondary data sources. From the historical analysis, an overview of the educational structure in the country is presented, focusing on the period before the first undergraduate courses in administration were created in 1952. The work reiterates the importance of understanding the institutions that pre-existed higher education in administration and indicated the relevance of deepening discussions on the transmission and production of knowledge in Brazil.

Antecedentes de los cursos de grado en Administración brasileños: las escuelas de comercio y el curso de grado en Administración y Finanzas

This paper presents a historical narrative about the development of schools of commerce and higher education courses in Administration and Finance in Brazil that later contributed to the establishment of high education courses in management. The study is an outcome from another work which sought the origins of the undergraduate course in administration at the Faculty of Economic Sciences of the Federal University of Minas Gerais (FACE/UFMG) and indicated the importance of schools of commerce and of the higher education courses in administration and finances and not only for that faculty. Articles on similar institutions and their courses, as well as elements of the relevant legislation were used as primary and secondary data sources. From the historical analysis, an overview of the educational structure in the country is presented, focusing on the period before the first undergraduate courses in administration were created in 1952. The work reiterates the importance of understanding the institutions that pre-existed higher education in administration and indicated the relevance of deepening discussions on the transmission and production of knowledge in Brazil.

Everyday life and history: constructing new perspectives in Management

The purpose of this article is to discuss the possible contributions of studies that combine history and everyday life to build new perspectives about Management. To achieve this goal, we discuss the association of Management, history, and studies about everyday life as an option to produce alternative perspectives within Management. We conclude by reiterating that the construction of these dialogues can open interesting paths to the development of self-reflective knowledge that are politically, socially, and geographically positioned.The purpose of this article is to discuss the possible contributions of studies that combine history and everyday life to build new perspectives about Management. To achieve this goal, we discuss the association of Management, history, and studies about everyday life as an option to produce alternative perspectives within Management. We conclude by reiterating that the construction of these dialogues can open interesting paths to the development of self-reflective knowledge that are politically, socially, and geographically positioned.