Concepções acerca das contribuições do pedagogo empresarial: estudo de caso em uma instituição financeira

Abstract

This research aimed to understand the conceptions that employees of a financial institution have regarding the contribution of the business educator to the development of their functions, as well as characterize their work in the business environment and understand the contribution of this professional to the development of business functions, according to the view of employees. To build the theoretical basis, we used authors such as Libâneo (2001) and Pimenta (1999). To achieve the proposed objectives, we used the qualitative approach in the case study modality, where it was divided into two stages that had as a field a central financial institution operating in the Northeast and as participants, 31 employees of tactical and operational levels. The first stage consisted of the application of an online questionnaire with open and closed questions about the characterization of employees and conceptions about the pedagogue in the company. The second stage consisted of conducting semi-structured interviews with employees working in the area of people management, the company's area where the pedagogue operates. The responses to the first part of the questionnaire, containing the questions of socio-professional identification, were analyzed using statistical methods of calculating frequency and making graphs and tables that helped in the interpretation of data, categorized and treated with the aid of Excel software and discussed qualitatively from our reference theoretical. For the analysis of both the open questions of the questionnaires and the answers to the interviews, we adopted the technique of content analysis (BARDIN, 1979). The results of the word association revealed the group's shared concept of Pedagogy, related to teaching and learning, in relation to pedagogical principles. The analysis of the data obtained by the questionnaires and interviews revealed that the collaborators do not know the specific attributions of the pedagogue in the business environment and do not attach importance to academic training to work in the specific functions of the pedagogue, believing that other professionals are able to exercise their functions without any consequences for the organization.