Educação corporativa mediada por tecnologias: um estudo sobre qualidade no setor público brasileiro

Abstract

New models of public management are adopted in the country in the 1990s, in opposition to bureaucratic practices, thus redefining the State s operational strategies. Accordingly, a new profile is required from the civil servant, and the fundamental condition of the new model is the qualification of the permanent staff of the public administration. Technology-mediated education is in line with this process, and it is an important strategy for the server to acquire professional skills, since it promotes the capillarity of educational practices, enables greater flexibility of access to professional training, and allows people to study at different times and places. However, despite the growth of the area, there is no guarantee that its quality has grown at the same rate. Similarly, there are few studies on the subject in the academic field. This research was based on the mapping of the gaps found in the formulation of proposals specific to this area. Its main objective was to propose quality benchmarks for technology-mediated corporate education in Brazilian public organizations. Through specific objectives, we sought to (a) historically analyze the socio-technical reality in which we operate and the implications of this scenario for corporate education processes; (b) analyze the scenario of corporate education in Brazil, especially in Brazilian public organizations; (c) deepen the studies on technology-mediated education, especially in the corporate sphere; (d) analyze the current quality benchmarks in order to adapt them to the corporate education processes; and (e) propose other quality benchmarks that consider the specificities of the object of study. The research was conducted in a predominantly qualitative perspective, composed of (a) interdisciplinary bibliographic research and (b) documentary research on quality benchmarks in educational processes. The bibliographic research was divided into three axes: (a) socio-technical and economic contextualization, with special emphasis on the Brazilian public service; (b) studies on corporate education, its principles and foundations; and (c) studies on technology-mediated education. Content analysis was performed by pairing bibliographic and documentary researches, in the perspective of political and formal qualities; 21 categories of attributes capable of translating quality in corporate distance courses in the public sector emerged and were organized into (a) organizational, (b) resources, and (c) didactic-pedagogical dimensions. This paper aims to contribute to the review and/or elaboration of public professional training policies in the Brazilian public sector, in the outline of future actions and guidelines