Análise situada da prática docente no ensino de administração: revelando a mediação da emoção no curso da UTFPR – Campus Curitiba

Abstract

It is necessary to reach new ideas and to rethink the administrators formation due to the constant criticism the course has suffered throughout its history due to the predominance of positivist paradigm / functionalist (Tragtenberg, 1989; Guerreiro Ramos, 1989; Chanlat, 1996; Enriquez, 2000).The present study aimed to reveal the mediation of emotion in teaching practice in teaching of administration, from a situated analysis. By inserting the emotion as a central category in a study supported by the Activity Theory (Engeström, 1987, 2002; Clot, 2007, 2010), it was intended to exceed the instrumental reasoning in favor of a more sensible reason (Mafessoli, 2005), which is favorable to the adoption of a critical and reflective attitude, an appreciation of the context of practice, to a more plural and not dichotomous reality (Lawrence et al, 2009). The study of the practice meets the demand of organizations for new explanations, to rescue the man as a subject complex, concrete, social, historical and cultural, a subject of motives and emotions (Rey, 2003). One subject, according to the assumptions of the historical-cultural approach (Vygotsky, 1998), it is inserted in the activity and pregnant with possibilities of exceeding the capacity of reproduction of knowledge and, through the articulation of internal and external processes, incurring qualitative changes and appropriate is cultural signs. The locus of research was the course of administration of Federal Technological University of Paraná - UTFPR, Campus Curitiba, State of Paraná. The methodology was a qualitative approach in a dialogical process consonant with the method of selfconfrontation. The teaching practice, while concrete and particular phenomenon in a given place at a given sociality (the classroom), was approached with the units of analysis three systems of interaction activities: activity system lecture; system of enforcement activity theory in practical situations and activity system for verifying ownership of theoretical concepts by students. From the analysis of the survey data, it was confirmed that the emotion revealed by model of the structure of a system of human activity, is the very mainspring of the significant process of teaching and learning, is the "genesis and sustenance of human activity and construction of meaning " (Camargo, 2012).