Ensino-aprendizagem da improvisação organizacional: prática teatral, corporal e gerencial

Abstract

Management is constantly dealing with changes and unforeseen events, as research on organizational improvisation has shown for more than two decades. However, managers are still trained to face situations of stability and not those of organizational turmoil. We lack knowledge in teaching-learning aimed at developing organizational improvisation skills. This qualitative research aims to problematize, propose and discuss principles, processes and teaching-learning practices that promote the development of organizational improvisation skills. The research is based on theories about organizational improvisation, theater improvisation and Administration teaching-learning. The empirical research results from three years of teaching organizational improvisation based on theatrical improvisation in a business school. The qualitative methodology was based on an artistic approach and on different sources of information. The techniques used were direct observation, document analysis, press conferences and narrative analysis. The thesis consists of five articles. The objective of the first article is to systematize the advances in academic production on organizational improvisation and discuss its integration in the teaching-learning of administration. As a result, (a) an updated set of relevance and themes related to organizational improvisation was elaborated and (b) a set of educational approaches and perspectives to better integrate improvisation in the teaching-learning of Administration. The objective of the second article is to integrate studies on art and research methodology, bringing their contributions to potential applications in the field of Administration. As a result, a proposal of art as an epistemological foundation, as a source of knowledge and as a source of analysis and interpretation of empirical material for potential applications in the field of Administration was elaborated. The aim of the third article is to understand the implications of theatrical improvisation in the teaching-learning processes of organizational improvisation. The result was the elaboration of synergies (logic of practice, practicing narrative, creativity and corporeality) and entropies (shame to practice, fear of making mistakes and habit of dispersing) that explain the implications of theatrical improvisation for teaching organizational improvisation in the context the training of managers. The aim of the fourth article is to explore how theatrical improvisation incorporates the teaching-learning of organizational improvisation. The result was organized into three types of learning practices: relationality (with oneself, with others, with rules, with the whole and with creativity), emotionality (joy, surprise and anxiety) and spontaneity (relaxation and intuition). The purpose of the fifth article is to encourage learning about: (a) the crucial importance of improvisation for contemporary organizations and managers, (b) the role of imperfection, cooperation and competition for the practice of organizational improvisation and (c) the challenges and improvisation skills for managers. The result was the production of a case for teaching about improvisation in the context of managing a cultural festival.