Responsabilidade socioambiental corporativa nos currículos de administração da UFPB: Uma análise da percepção discente

Abstract

Corporate Social Responsibility (CSR) has been consolidating itself in contemporary Business Administration as a strategic area for organizations, in response to a growing societal demand for practices that incorporate ethical and sustainable values. This new context requires Higher Education Institutions to proactively strengthen their role by training professionals capable of acting as agents of change, equipped with the competence and practical experience to reconcile economic goals with complex social and environmental demands. In this sense, this research seeks to understand the student perspective, investigating the perception of Business Administration students at the Federal University of Paraíba (UFPB) regarding the inclusion of CSR in their curricula. The general objective was to analyze the characteristics of the CSR course offerings in the three undergraduate Business Administration programs at the institution. The study is based on theories that conceive of the administrator as an agent of change, capable of harmonizing economic objectives with socio-environmental responsibilities. The methodology adopted was descriptive with a quantitative approach, using documentary analysis and an online questionnaire administered to students in their final semesters; the data were processed using descriptive statistics. The results indicate that CSR is formally consolidated in the curricula of the three campuses and is widely perceived by students as a fundamental and relevant topic for their ethical and professional development. However, the findings revealed a significant gap between theoretical knowledge and practical experience, evidenced by low participation in extension and research projects. This disconnection is reinforced by the perception that, although CSR is valued, it is not yet seen by some students as a professional field. The relevant contribution of this study is, therefore, the intra-institutional analysis focusing on the student perspective, offering a diagnosis for the pedagogical strengthening of the Business Administration program, especially in the integration of teaching, research, and extension.