Estratégias de ensino e desenvolvimento de competências em um curso de administração.

Abstract

The Teaching and Skills Strategies constructs are the two guiding bases of this research, whose main objective was to evaluate the role of teaching strategies of the Administration course of the Center for Juridical and Social Sciences - CCJS of the Federal University of Campina Grande in the development of competences, according to the National Curricular Guidelines. As methods for the research, a quantitative approach was adopted, with an exploratory and descriptive purpose. The study was of an applied nature, using the case study as a research strategy. As for the procedures, we opted for documentary research and survey. As data collection instruments, two questionnaires were used: 1) the Teaching Strategies adapted from Wollinger (2017), to verify in students' perception the level of utilization and contribution of the strategies adopted by teachers for their learning; and 2) the questionnaire of Godoy et al. (2005), to identify the level of competency domain by the students and the level of contribution of the course to the development of competences. The study population consisted of 149 students enrolled in the 2017.1 and 2017.2 semesters in the baccalaureate course in Administration of CCJS-UFCG. A sample resulted in 108 questionnaires answered and valid. As for the data analysis, documentary research was identified in the teaching plans of the teaching disciplines, such as the teaching strategies used by the teachers of the CCJS Business Administration course. The most repetitive strategies were condensed in the teaching plans which are: Expository Class, Directed Study, Case Study, Workshop, Exercise Resolution, Discussion and Debate, Exhibitions, Excursions and Visits, Business Gaming, Individual Education, Problem Based Learning, Conceptual Map, Seminar, Panel, Forum, Teaching in Children Groups, Lectures and Brainstorm. In the second part, through a descriptive analysis of frequency, it was verified that the strategies with the highest index of utilization were expository class, seminar, discussion and debate. As for the contribution of the strategies to the students' learning, in their perception, those that stood out were: lectures, resolution of exercises and lectures. Finally, also through descriptive analysis, it was verified that the competences: respecting the neighbor, having self-criticism and considering the ethical values in my professional performance obtained the highest percentages regarding the domain level. Regarding the level of contribution of the course to the development of competences, the following stand out: respecting the neighbor, having self-criticism and considering the ethical values in my professional performance. It is concluded that the teaching strategies used by the teachers are, in the perception of students, developing the skills required to the Administrator according to the National Curricular Guidelines of the Brazil.