Doutorado em Administração

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17338

Nível: Doutorado Acadêmico
Ano de início: 2014
Conceito atual na CAPES: 4
Ato normativo: Homologado pelo CNE, Parecer CES/CNE nº 487/2018 (Portaria MEC 609, de 14/03/2019), DOU 18/03/2019, seção 1, p. 63.
Periodicidade de seleção: Anual
Área(s) de concentração: Gestão de Organizações
Url do curso: https://administracao.ufes.br/pt-br/pos-graduacao/PPGAdm/detalhes-do-curso?id=1482

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Navegando Doutorado em Administração por Assunto "Abordagem performativa"

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    Encontrando a Escola no Meio do Caminho: Contribuições da Abordagem Performativa para a Formação de Gestores Escolares
    (Universidade Federal do Espírito Santo, 2021-02-25) Gobbi, Beatriz Christo; Silva, Alfredo Rodrigues Leite da; https://orcid.org/0000000259431185; http://lattes.cnpq.br/7360327621106156; https://orcid.org/0000-0003-3336-2457; http://lattes.cnpq.br/9008739624219479; Fantinel, Leticia Dias; https://orcid.org/0000000245896352; http://lattes.cnpq.br/8188708807795008; Ferreira, Eliza Bartolozzi; https://orcid.org/0000000241009875; http://lattes.cnpq.br/4414820772031494; D'Angelo, Marcia Juliana; https://orcid.org/0000-0003-1436-5812; http://lattes.cnpq.br/0074760184826326; Amaro, Rubens de Araujo; https://orcid.org/0000000341833562; http://lattes.cnpq.br/7808207241810280
    The aim of this thesis is to understand and demonstrate the potential of the performative approach to discuss the daily life at school and to offer contributions to the continuing education of school administrators. In order to advance in the dialogicparticipatory approach of dialogical practices between researcher(s) and manager(s), a performative approach was adopted, based on the articulation of the contributions made by the works of Barad (2007, 2017) and Shotter (2013, 2014a, 2014b, 2016). One argues that the notions of intra-action and diffraction (BARAD, 2007, 2017) bring to the first scheme of the investigation issues about practices/doings/actions. This analytical perspective drives attention to the intra-active processes in action and also to the broad effects that occur, that is, the differences that rise and the differences that the knowledge production practices create. The empirical research was performed in a school from Public Education System of Vitória-ES and the data collection was possible through observation, focus group with members of the technical and administrative staff of one shift, informal conversations with school professionals, document analysis and drawing production. To respond the proposed objective, it was performed a qualitative research, using diffraction (BARAD, 2007, 2010, 2014) as methodological resource. This thesis brought to light material-discursive strengths which are important to certain materialization processes. The empirical data show that strengths, such as the scholar system/ flux, teachers’ and managers’ accountability for the students’ development, the “chaotic situation of public education” speech, society’s demands, poverty and the limitations of the professionals’ actions, have left traces on the subjects’ bodies, while they acted in the performance of specific configurations of management, teaching and the educational institution itself. From the theoreticalempirical articulations performed, it was possible to rethink the continuing education of school administrators through two main cuts. The first one highlights the need to explore the performative enactments of things and meanings. This brings to light materiality and other issues of interest, such as power-performativity. The second cut explores the social and material effects of performative relationalities in the school entanglement. Therefore, this thesis joins the efforts that have been done by researchers to recognize and explore how the dialogue is sensitive to social, political and economic conjunctures (PHILLIPS et al., 2013; PHILLIPS; NAPAN, 2019; PHILLIPS; SCHEFFMANN-PETERSEN, 2019), also attending to the callings for the development of alternative literature on practices that consider the human being as the primary agent (HULTIN; MÄHRING, 2017).