From theory to practice: the formation of the contemporary administrator stimulated by active methodologies

Abstract

Developing participatory and critical skills are essential to the role of the contemporary manager, so it becomes relevant that such mechanisms focus on the teaching / learning process. The present study sought to identify the effects of the use of active methodologies for the students of a Private Higher Education Institution, as well as the perception and propensity of the students to be favorable or not to the implementation of said didactic innovation in the formation of the administrator. The sample consisted of 488 students, of whom 110 began undergraduate studies before the implementation of the methodological innovation in question, and 378 already enrolled in higher education using active teaching strategies. The study is a qualitative-descriptive approach with data collected through a semi-structured questionnaire, which had open, dichotomous questions, rating scales and some based on Likert-type scales. The results show that the students present favorable visions regarding the adoption of active learning systems, denoting that the adopted approach opens space for constructivist perspectives. It is concluded that the effort for higher education in administration to have a greater theoretical-practical connection enhances learning and motivates students. Suggestions for institutional actions are presented at the end of the article, so that andragogic proposals, as emphasized in this work signals and maintains the adherence of a more comprehensive training of managers, accompanying the demands of the labor market through the development of skills practices in the academic environment.