O projeto pedagógico de curso na formação em administração: (a) crítica programada?

Abstract

Historically, Business Administration education in Brazil has been marked by a onedimensional perspective on professional performance, primarily oriented towards economic and market-driven approaches. As a result, teaching practices have also followed a technicist orientation, aiming to train administrators who operate strictly within this economic logic. Critical Theory, by contrast, seeks the individuals emancipation, considering the material conditions and historically constructed social relations of production. Based on this perspective, the objective of this research is to analyze how aspects of Critical Theory have been addressed in the Pedagogical Projects of Business Administration Courses at Brazilian Federal Public Universities. Within the field of Administration, Critical Theory refers to a reflective approach to managerial behavior, considering the social and economic complexities that shape organizational practice. As such, it emerges as a viable educational project for the contemporary educaction of professionals. This study adopts a qualitative research design, based on documentary analysis and employing content analysis as the primary methodological technique. The findings indicate that most of the institutions analyzed adopt either a progressive or an uncritical stance toward the training process. The core aspects of Critical Theory are present in only a minority of the documents reviewed. Thus, the eduaction trajectory of administrators at these institutions appears to remain largely shaped by the demands of capital, subordinating educational processes to the imperatives of market logic. The study offers theoretical contributions to the ongoing debate on Critical Theory in the field of Administration, as well as practical implications that underscore the need to integrate these critical principles into the training process, thereby exposing the limitations of technicism.