Claudia Simone Antonello

Uma agenda brasileira para os estudos em aprendizagem organizacional

The present article provides significant results obtained from a study in which the main objective was to explore the speeches forming the Organizational Learning field, using the methodology of metatriangulation. The selection of research sources tried to ensure covering top tier national periodicals and congress proceedings in the area of administration approaching this subject, within the period 2001-2005. The analysisallowed for the establishment of a agenda for Organizational Learning studies in Brazil.

A encruzilhada da aprendizagem organizacional: uma visão multiparadigmática

The literature on Organizational Learning [OL] has been moving forward not only in the volume of publications but also by pointing to other dimensions of the theme. The debate involves several theoretical fields psychological, sociological, cultural, historical and methodological - in addition to management itself. A question emerges: which issues and basic characteristics make OL different and separated from the other related concepts? In order to answer this question a number of theoretical perspectives of OL are presented and discussed, along with some inquiries and reflections related to these theories, as well as definitions and studies developed in this field. Using the multiparadigmatic approach, the literature on OL was organized and grouped into five fields. This analysis pointed to four questions (related to the level of learning, learning results, changes and learning processes) that the concept of OL has to overcome to become significant. It is suggested that a possible way to overcome these challenges is to adopt a perspective based on practices.

Repensando os referenciais analíticos em aprendizagem organizacional: uma alternativa para análise multidimensional

Em primeiro lugar, sao sempre bem-vindos os artigos que propoem uma revisaoda producao cientifica em determinada area do conhecimento. E uma forma deos pesquisadores que ali atuam apropriarem as principais tendencias, avancos edificuldades originadas no debate recente, com visivel economia de energia etempo. Mais relevantes ainda se tornam esses trabalhos, quando aportamabrangencia e qualidade. E o caso de A Producao Academica sobre AprendizagemOrganizacional no Brasil, preparado por Elisabeth Loiola e Antonio VirgilioBittencourt Bastos. Ao revisar 43 trabalhos acerca do tema publicados em tresperiodicos brasileiros e em anais de dois dos congressos com maior participacaode pesquisadores brasileiros na area de Administracao, os autores deste trabalhodestacam alguns aspectos importantes do debate sobre aprendizagemorganizacional no Brasil. Entre suas principais contribuicoes, no que concerne acaracterizacao de tendencias e dificuldades, arrola-se o elenco a seguir..

Um estudo sobre os processos de aprendizagem dos trabalhadores que não exercem função gerencial

Os processos de aprendizagem que ocorrem no local de trabalho constituem o foco deste estudo. O objetivo e identificar e analisar os processos de aprendizagem no local de trabalho de individuos que nao exercem a funcao gerencial. No plano teorico, adota-se a abordagem social da aprendizagem organizacional. No plano metodologico, realiza-se um estudo qualitativo basico junto a duas equipes administrativas pertencentes a uma empresa de fertilizantes quimicos. Os resultados evidenciam a importância dos processos informais de aprendizagem a partir das contribuicoes das experiencias obtidas no contexto de trabalho dos pesquisados. Identificaram-se os objetivos, aspectos facilitadores, obstaculos e resultados dos processos de aprendizagem. A relevância da interacao social, do aprender pela pratica e do contexto organizacional foi destaque nos processos de aprendizagem. O estudo adiciona subsidios aos profissionais de recursos humanos na elaboracao de uma analise critica sobre as atuais praticas e politicas de desenvolvimento dos individuos nas organizacoes.

Organizações culturais e a aprendizagem baseada em práticas

Considering that the focus of study is a matter of often antagonistic intellectual debate, we have chosen to define the focus of this review and consider the organizations operating within an artistic and cultural environment, rather than producing on an industrial scale. The main question of this essay is: what are the learning processes that permeate the development of professionals who work in organizations in the field of arts and in the cultural sector? In order to attempt to answer this question, the main goal of the study is to discuss and explore the contributions of the literature to the processes of learning in the practical work of professionals in these fields of organizations. Thus, the essay explores the vision of Practice-based Learning as a possibility for a better understanding of the organizations operating in the sector of cultural and artistic activities.

Transformative Learning: Integrating Critical Reflection Into Management Education

Due to the growing learning demands requested of managers in the workplace and to the importance of their role for organizations and society, the need for broadening management education perspectives is suggested. The article reviews Brazilian studies published on management learning, which highlights the importance of reflection and critical reflection in learning processes, albeit the latter, crucial for work, citizenship and moral decision making is still less evident in the fields of management learning and management education. Thus, the purpose of this article is to argue that transformative learning theory, which stimulates critical reflection that favors autonomous thinking and liberates conditioned assumptions about the world, others and oneself, may contribute to management education development, encouraging more collaborative, responsible, and ethical ways to manage organizations.

Improvisation and Learning Processes in Organizations: a metaphor applying the Brazilian rhythm choro

Whereas improvisation has been discussed in international literature mainly from the metaphor of jazz and theater, this essay discusses how the phenomenon of improvisation can contribute to new interpretations of Organizational Learning. We use the metaphor of improvisation in the Brazilian rhythm ‘Choro’ in order to understand the process of improvisation in organizations. Thus, the main objective of the study is to discuss and analyze the role of improvisation in the Organizational Learning process. In the fi nal considerations, we conclude that improvisation plays a signifi cant role in the processes of Organizational Learning. Thus, we argue that the socio-cultural approach in Organizational Learning can help to understand the process of improvisation, with the role of communities of practice, culture, social practices and sensemaking in this phenomenon.

Aprendizagem transformadora: a reflexão crítica na formação gerencial

Due to the growing learning requests demanded of managers in the actual context and the importance of their role for organizations and society, the need for broadening management education perspectives is suggested. Business education have been criticized either by scholars that point out the reflection importance as by those that emphasize the critical reflection role for management learning. The article presents Brazilian studies developed in the management learning field which corroborate the reflection and the critical reflection importance in learning processes, although the last one is still least evident in business or in management education. It is proposed that transformative learning theory might contribute to management learning, stimulating critical reflection that favors autonomous thinking and liberates conditioned assumptions about the world, about others and themselves, crucial for work, citizenship and for moral decision making.

O uso da história de vida para compreender processos de aprendizagem gerencial

Este ensayo teorico tiene como principal objetivo presentar y discutir las posibilidades de utilizar el metodo de historia de vida en estudios de los procesos de aprendizaje de gerencia. El caracter distintivo de este enfoque metodologico es la contextualizacion personal, historica, social, institucional y/o politica de narrativas. Se busca dar a conocer estas fuerzas que dan forma, distorsionan y cambian experiencias (HATCH; WISNIEWSKI, 1995; BERTAUX, 1980), se examina la posibilidad de utilizar esta estrategia de investigacion para explorar la comprension del proceso complejo y dinamico de aprendizaje de gerencia. Se presenta, en una ilustracion, la sintesis de la historia de vida de un gerente, el analisis de los procesos de aprendizaje identificados en sus informes y los procedimientos adoptados para el analisis sistematico de los procesos de aprendizaje de un grupo de gerentes investigados, utilizando este enfoque de investigacion. El trabajo sugiere que el uso del metodo de historia de vida en el estudio de procesos de aprendizaje de gerencia, ademas de facilitar la profundizacion del tema, puede contribuir a un rescate de la valoracion humana, revelando la comprension de los fenomenos colectivos a partir de los informes personales de vivencias y experiencias. La sistematizacion de los conocimientos acerca de este metodo de investigacion, escasos en la literatura en el ambito de la Administracion, y la exploracion de posibilidades de aplicacion de esta teoria en este campo teorico puede contribuir a la realizacion de futuros estudios que consideren otros temas. Una de las limitaciones asociadas con el uso del metodo es el tiempo que requiere hacer una serie de entrevistas con cada profesional (ATKINSON, 2002), que tambien dificulta la aceptacion de los profesionales de participar en la investigacion, especialmente para los gerentes, que normalmente tienen poco tiempo disponible, debido a su acumulacion de responsabilidades en las organizaciones.

Aprendizagem situada, participação e legitimidade nas práticas de trabalho

This study aims to identify and analyze the process of situated learning considering the participation and legitimacy in the practice of working groups of the Dublin Irish Pub. The theoretical framework involves the situated learning, together with the study of the legitimate peripheral participation and different levels of participation in the work practices of the working groups. We adopted the basic qualitative method, which aims to understand the meanings constructed by people. The data was collected using direct observation, field diary, interviews. The observation period of six months included thirty-two field trips and eight interviews. Thus, through interpretive analysis, the information elucidated how the legitimacy and participation in work practices can assist in learning. Among the findings in the study, we explain forms of collective learning that have emerged and established differences in the learning process situated in three working groups: waiters; bartenders, kitchen. Describing analytically the engagement and participation of learners in work practices and communities of practice, it is argued from this work that this process of acting on communities of practice involves the initial phase of legitimate peripheral participation, engagement and performance with the most experienced develops learning. Thus, legitimacy and belonging are important elements in the learning process. The process of situated learning occurs not only in communities of practice. It is relevant to observe that the membership as well as legitimate peripheral participation are features to be highlighted in organizations. With the negotiation and renegotiation of meanings, establishment of social relationships and communities of practice, it is developed a system which the ways of seeing, interpreting, understanding, practicing, are constituted and shared.This study aims to identify and analyze the process of situated learning considering the participation and legitimacy in the practice of working groups of the Dublin Irish Pub. The theoretical framework involves the situated learning, together with the study of the legitimate peripheral participation and different levels of participation in the work practices of the working groups. We adopted the basic qualitative method, which aims to understand the meanings constructed by people. The data was collected using direct observation, field diary, interviews. The observation period of six months included thirty-two field trips and eight interviews. Thus, through interpretive analysis, the information elucidated how the legitimacy and participation in work practices can assist in learning. Among the findings in the study, we explain forms of collective learning that have emerged and established differences in the learning process situated in three working groups: waiters; bartenders, kitchen. Describing analytically the engagement and participation of learners in work practices and communities of practice, it is argued from this work that this process of acting on communities of practice involves the initial phase of legitimate peripheral participation, engagement and performance with the most experienced develops learning. Thus, legitimacy and belonging are important elements in the learning process. The process of situated learning occurs not only in communities of practice. It is relevant to observe that the membership as well as legitimate peripheral participation are features to be highlighted in organizations. With the negotiation and renegotiation of meanings, establishment of social relationships and communities of practice, it is developed a system which the ways of seeing, interpreting, understanding, practicing, are constituted and shared.