Experiências Significativas em Mundos Paralelos: Um Estudo Sobre a Participação do Estudante de Administração na Trajetória Formativa

Abstract

This study is the result of an explorative qualitative research made with undergraduate students of the management course of UFRGS (Federal University of Rio Grande do Sul). The objective was to analyze the experience of the participation of the student in his/her educative formation. The authors Bordenave (1992), Buber (1979), Cunha (2001; 2006a; 2006b; 2006c; 2012), Dubar (1998); Gil Villa (1995), Groppo (2006), Larossa (2002), Masseto (1994), Souza Santos (2013), Rocha (2011) e Josso (2004) were used to support this study. Regarding to the methodological procedures, we used the questionnaire and the semi-structured interview, also, as another support, the document analysis. The authors that contributed for the methodology were Gil (2010) and Minayo (2013). In questionnaire, the sample was composed of 53 participants. For the interview, 12 participants formed the sample, one being a representative from the Academic center of the Management school, and another one being a non-student that represented the Graduation committee. The data were analyzed by its content, based on the studies of Bardin (1995) and Moraes (1999). Therefore, it was possible to find answers to the research question that was “how does the experience of participation of the student in the management course, in the academic space, contribute for the student’s educative formation.” The result of the study indicates that, for the participants, the experiences of participation can occur in different spaces or parallel environments, and that, despite the limitations to the participation, the experiences are considered with a value that enriches the educative formation. This inspires the intervention proposal of fomenting the participation of the subjects in the academic community through the encounter and collective construction.