O ensino da administração em Juiz de Fora: uma análise de sua (a)criticidade

Abstract

Higher education in administration has shown, since its genesis, a tendency toward technicism. It emerged to meet a demand for trained and technical professionals in the public sector, but it replicates this idea in the private sector. This characteristic can be found up to the present day, with the administrator having, in general, a purely technical education that often does not represent the concrete reality of the country. In counterpoint to these issues, approaches that incorporate a more critical perspective of reality have arisen, but their use is infrequent in higher education in administration. Thus, the central object of this research is to identify how professors of business administration courses have conducted the subjects they teach, in terms of criticality. To this end, a qualitative research was carried out, with interviews directed at professors who teach specific subjects in the administration course. For accessibility reasons, the research was carried out specifically in the city of Juiz de Fora - MG. It is assumed, however, that what was found is not exclusive to the institutions researched, and may be similar to what is found in other locations. The data analysis was carried out through the pattern matching of the interviewees' answers with the theoretical framework. Thus, it was possible to delineate that the teaching in administration, in its great majority, is based exclusively on technical and instrumental aspects, and that the perception of the teachers about a possible critical pedagogy occurs in a confusing way, being attributed to this training aspects closer to a traditional pedagogy than to a critical one in fact.