Criatividade no ensino e aprendizagem da administração: a prática como dinâmica formativa

Abstract

Creativity is vital for organizations and future managers, as well as for educational processes and society in general. However, the topic remains sparse in the field of management education (ME). The objective of this research is to understand, problematize and discuss how creativity can be taught and learned in management training, based on a conception of creativity as practice. The study is anchored in theories about ME, organizational creativity (OC), practice-based studies (PBS) and theater improvisation (TI). Educational practices were carried out over four semesters with students from the undergraduate management course at the School of Management at the Federal University of Bahia. The methodological approach was based on practice and narrative analysis. The sources of information were: documents produced by the participants, direct observation, photographs, videos and semistructured interviews. The thesis is structured into articles. The objective of the first article is to integrate and consolidate academic knowledge about OC in ME through a systematic and narrative review of academic production. The results conceptually grouped OC in the context of ME into positions, pedagogies and perspectives, in order to map and better understand existing research, as well as identify its needs and research opportunities. The second article aims to map and integrate academic production on OC, proposing it conceptual renewal based on the epistemology of practice. The results include a set of conceptions of creativity, which integrate management research and a structured proposal for renewing the conceptualization of creativity based on the epistemology of practice. The third article aims to understand how TI supports and regenerates the teaching and learning process of organizational creativity. As results, we identified four organizational creativity learning practices provided by theatrical improvisation: state of presence, willingness to make mistakes and risks, interpersonal cooperation and dynamics between freedom and structure. The fourth article explores how a practice-based approach can renew OC education. The main results reveal that creative teaching and learning are driven by the practical ways in which students develop creative experiences, narrating, feeling, sharing and playing in the classroom. The fifth article developed pedagogical resources from TI to feed the teaching of organizational creativity as a practice. The research results offer practical and didactic knowledge for educators: eight TI games applied to OC teaching. This thesis will contribute to the advancement of knowledge in the fields of ME and OC by developing pioneering content with the help of TI and based on practice. Additionally, the study has impacts on teaching and management practice in educational organizations concerned with OC in the training of future managers