A Trilha se faz caminhando: gestão de projetos de extensão universitária em área de exclusão social na Amazónia
Data
2017-11-24
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Nesta tese, analisa-se o modelo que serve de base à gestão de projetos de extensão universitária do Centro de Ciências Sociais e Educação (CCSE) da Universidade do Estado do Pará (UEPA), desenvolvidos em área de exclusão social, em Belém-PA (Brasil), procurando dar resposta à seguinte questão: qual o modelo que serve de base à gestão de projetos de extensão universitária do CCSE/UEPA desenvolvidos em área de exclusão social, em BelémPA (Brasil)? Este estudo teve, então, como Objetivo Geral, analisar o modelo que serve de base à gestão dos projetos de extensão do Centro de Ciências Sociais e Educação da Universidade do Estado do Pará - CCSE/UEPA, desenvolvidos em área de exclusão social, em Belém-Pa-Brasil. Para o atingir, foram delineados Objetivos Específicos, concretamente: 1. Discutir os princípios que se revelam na gestão de projetos de extensão; 2. Identificar os fins que se almejam atingir na gestão de projetos de extensão; 3. Descrever o processo que se desenvolve na gestão de projetos de extensão. Em termos metodológicos, a pesquisa recorreu ao estudo de caso, privilegiando uma abordagem qualitativa, uma vez que foi desenvolvida numa situação social descrita por meio de um plano aberto, flexível, com ênfase na realidade, de forma complexa e contextualizada. O enfoque foi crítico-dialético, permitindo o repensar de uma sociedade em constante transformação. As fontes foram do tipo bibliográficas, documentais e orais. Os dados foram recolhidos por meio de pesquisa bibliográfica, documental e entrevistas semi estruturadas com académicos e professores gestores dos projetos de extensão. Da análise de conteúdo temárico-categorial do corpus emergiram seis categorias, que respondem aos objetivos da seguinte forma: categorias 1 e 2 ao objetivo 1, categoria 3 ao objetivo 2, categorias 4, 5 e 6 ao objetivo 3. Relativamente aos resultados, no que diz respeito à Categoria 1 “a gestão e a formação no âmbito das competências do gestor”, verificou-se que a gestão é um processo de avaliação e de construção do conhecimento e de competências, que se faz por meio de um posicionamento essencialmente crítico, educativo e democrático. Diante deste princípio, é essencial que gestores e educadores experienciem uma formação continuada. Em relação a Categoria 2 “princípios da gestão”, predominaram os voltados para a democratização do planeamento, execução e avaliação dos projetos que norteiam a gestão educativa e da universidade, que só serão válidos se forem adotados e seguidos por todos. Quanto a Categoria 3 “objetivos dos projetos”, constatou-se que obedecem a quatro critérios: convocação da comunidade académica para desenvolvimento de projetos de extensão; difusão de saberes e práticas por meio da interação dos projetos de extensão com a comunidade; prioridade para projetos nas áreas de conhecimento da universidade; benefícios às comunidades ao redor da universidade, de forma a envolvê-la por meio da troca de saberes. Na Categoria 4 “ desenvolvimento da comunidade e atores sociais”, revelou-se uma perspetiva a favor da integração da comunidade com a construção de conhecimento e a aplicação de práticas pedagógicas voltadas para a cidadania, direito e coletividade, com base na melhoria da qualidade de vida. No que se refere a Categoria 5 “conexões de saberes”, constatou-se que são realizadas por meio de diferentes temas transversais abordados nas atividades de extensão planeadas, estruturadas e executadas, que, assim, permitem socializar e democratizar os conhecimentos dos diversos cursos e áreas, além de preparar os profissionais, não só do ponto de vista teórico, mas para uma praxis social. Finalmente, quanto a Categoria 6 “práticas educativas”, verificou-se que são concebidas como intervenções significativas, interdisciplinares, a favor do protagonismo dos sujeitos. A análise revelou que a participação de gestores e académicos nos projetos de extensão, a disseminação e troca mútua de saberes implica a pré-disposição dos atores sociais para desenvolver atividades ligadas às práticas extensionistas, patentes na apresentação de interesses que remetem para a livre participação e a sua condição nos projetos. Constatou-se, na investigação, que o modelo que serve de base à gestão de projetos de extensão é um modelo híbrido, que transita entre formas burocráticas e participativas. Utilizam-se estratégias que possibilitam a integração da equipe entre si e com as comunidades em seu redor, mas os princípios participativos precisam de ser mais bem identificados, adotados e praticados. O modelo de gestão está, ainda, baseado na gestão burocrática e gerencial, mas a gestão se encontra em processo de modernização, com a implementação da gestão estratégica e participativa. O processo de gestão dos projetos de extensão do CCSE/ UEPA, na perspetiva dos gestores, coordenadores, professores e académicos, é mais participativo que burocrático. O modelo de gestão de projetos sociais não só está intimamente relacionado com a atitude dos gestores, mas, também, com as suas competências organizacionais básicas, conceções, oportunidades, preferências, funções e necessidades sociais. Propõe-se um modelo para a gestão de projetos de extensão ancorado na realidade, na diversidade, no protagonismo e na inclusão social, um modelo ativo e inclusivo, sensível a realidade, em permanente movimento, um modelo-em-trilha. Este estudo não se esgota aqui; o conhecimento, por ser processual, na sua TRILHA tem continuidade e potencial de renovação, abrindo redes e teias no quotidiano da universidade e da sociedade, por meio dos saberes e práticas interligados, como forma de uma possível transformação social.
This thesis looks into some university extension projects developed by the Centre for Social Sciences and Education (CCSE) of the University of Pará (UEPA), in socially excluded areas of Belém-PA (Brasil), seeking to answer the following question: how does the University of Pará manage university extension? Therefore, the main goal of this study was to understand the management model underlying university extension projects developed in socially excluded areas. In order to achieve that overall objective, other more specific ones were established, namely: 1. Discussing the principles involved in extension project management; 2. Identifying the goals to be achieved by extension projects; 3. Describing the process of managing extension projects. In this research, the methodological approach that was chosen was the case-study, favouring a qualitative approach, since it was developed in a social situation described by means of an open, flexible plan, emphasizing reality in a complex and contextualized way. The focus was critical - dialectical, insofar it allows one to rethink a constantly changing society. The sources that were used were bibliographic, documentary and oral. Data were collected through bibliographic and documentary research and semi-structured interviews to students and teachers resposible for managing extension projects. Analysis of the subjects that compose the thesis corpus revealed six categories that answer to the objectives as follows: categories 1 and 2 to objetive 1, category 3 to objetive 2, and categories 4, 5 and 6 to objetive 3. As regards the first category – management and training pertaining to a manager’s skills – results showed that management is a process of assessing and building knowledge dand skills that is based on critical, educational and democratic attitudes. As far as managers and eductaors are concerned, that implies undergoing continuous training. With respect to category 2 – management principles- the ones that stood out focussed on democratic planning and carrying out and assessing the projects on which educational management and the university management lie, showing they will only be valid if accepted and followed by everybody. Category 3 - projects’ goals – showed that they obey 4 criteria: summoning the academic community to get involved in developing extension projects; spreading knowledge and promoting best practices by helping create an interaction between extension projects and the community; prioritising projects in the scientific fields of the university; helping the communities around the university, and getting them to be involved through knowledge exchange. Category 4 - community development and social stakeholder – showed a perspective that favours combining the integration of the community with building knowledge and using pedagogical practices that focus on citizenship, law and collectivity, based on improving quality of life. As far as Category 5 is concerned - knowledge connections – it was clear they occur though different transversal subjects discussed in previously planned, structured and carried out extension activities that make the syllabus of different courses and areas more social and democratic, besides preparing professionals not only from a theoretical perspective but aldo in terms of their social practice. Finally, as refers to Category 6 – educational practices- it was possible to conclude that they are considered meaningful interventions, interdisciplinary, favouring the subjects’ protagonism. Results showed that managers’ and students participation in extension projects, the spreading and sharing of knowledge implies the social stakeholders’ willingness to develop activities that are related to extension practices. During this research it was possible to observe that the model on which management of extension projects is based is a hybrid one, oscillating between bureaucracy and participation. The strategies that are used make it possible for the team to establish a bond with the communities around but the participatory principles should be clearly identified, adopted and put to use. The management model is still bureaucratic, managerial, despite the fact that there is a modernisation process going on, whereby a strategic, participatory model is being implemented. According to managers, coordinators teachers and students, extension projects at CCSE/ UEPA are managed in a participatory way, rather than in a bureaucratic way. Management of social projects does not only depend on managers’ attitudes but on their basic organisational skills, concepts opportunities, preferences, roles and social needs. In this study, a model is proposed for dealing with the management of extension projects that is based on reality, on diversity, protagonism and social inclusion; an active, inclusive model, aware of reality, permanently evolving, and on track. This study does not end here; because it is procedural, the PATH it has started goes on, open to renewal, creating networks and webs in the daily life of the university and communities, through intertwined knowledge and practices as a means to a possible social transformation.
This thesis looks into some university extension projects developed by the Centre for Social Sciences and Education (CCSE) of the University of Pará (UEPA), in socially excluded areas of Belém-PA (Brasil), seeking to answer the following question: how does the University of Pará manage university extension? Therefore, the main goal of this study was to understand the management model underlying university extension projects developed in socially excluded areas. In order to achieve that overall objective, other more specific ones were established, namely: 1. Discussing the principles involved in extension project management; 2. Identifying the goals to be achieved by extension projects; 3. Describing the process of managing extension projects. In this research, the methodological approach that was chosen was the case-study, favouring a qualitative approach, since it was developed in a social situation described by means of an open, flexible plan, emphasizing reality in a complex and contextualized way. The focus was critical - dialectical, insofar it allows one to rethink a constantly changing society. The sources that were used were bibliographic, documentary and oral. Data were collected through bibliographic and documentary research and semi-structured interviews to students and teachers resposible for managing extension projects. Analysis of the subjects that compose the thesis corpus revealed six categories that answer to the objectives as follows: categories 1 and 2 to objetive 1, category 3 to objetive 2, and categories 4, 5 and 6 to objetive 3. As regards the first category – management and training pertaining to a manager’s skills – results showed that management is a process of assessing and building knowledge dand skills that is based on critical, educational and democratic attitudes. As far as managers and eductaors are concerned, that implies undergoing continuous training. With respect to category 2 – management principles- the ones that stood out focussed on democratic planning and carrying out and assessing the projects on which educational management and the university management lie, showing they will only be valid if accepted and followed by everybody. Category 3 - projects’ goals – showed that they obey 4 criteria: summoning the academic community to get involved in developing extension projects; spreading knowledge and promoting best practices by helping create an interaction between extension projects and the community; prioritising projects in the scientific fields of the university; helping the communities around the university, and getting them to be involved through knowledge exchange. Category 4 - community development and social stakeholder – showed a perspective that favours combining the integration of the community with building knowledge and using pedagogical practices that focus on citizenship, law and collectivity, based on improving quality of life. As far as Category 5 is concerned - knowledge connections – it was clear they occur though different transversal subjects discussed in previously planned, structured and carried out extension activities that make the syllabus of different courses and areas more social and democratic, besides preparing professionals not only from a theoretical perspective but aldo in terms of their social practice. Finally, as refers to Category 6 – educational practices- it was possible to conclude that they are considered meaningful interventions, interdisciplinary, favouring the subjects’ protagonism. Results showed that managers’ and students participation in extension projects, the spreading and sharing of knowledge implies the social stakeholders’ willingness to develop activities that are related to extension practices. During this research it was possible to observe that the model on which management of extension projects is based is a hybrid one, oscillating between bureaucracy and participation. The strategies that are used make it possible for the team to establish a bond with the communities around but the participatory principles should be clearly identified, adopted and put to use. The management model is still bureaucratic, managerial, despite the fact that there is a modernisation process going on, whereby a strategic, participatory model is being implemented. According to managers, coordinators teachers and students, extension projects at CCSE/ UEPA are managed in a participatory way, rather than in a bureaucratic way. Management of social projects does not only depend on managers’ attitudes but on their basic organisational skills, concepts opportunities, preferences, roles and social needs. In this study, a model is proposed for dealing with the management of extension projects that is based on reality, on diversity, protagonism and social inclusion; an active, inclusive model, aware of reality, permanently evolving, and on track. This study does not end here; because it is procedural, the PATH it has started goes on, open to renewal, creating networks and webs in the daily life of the university and communities, through intertwined knowledge and practices as a means to a possible social transformation.
Descrição
Palavras-chave
gestão de projetos , projetos de extensão , modelos de gestão de projetos , extensão universitária