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| Author(s): |
Ana Cristina da Costa Piletti Grohs
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Escola de Comunicações e Artes (ECA/SBD) |
| Defense date: | 2017-11-28 |
| Examining board members: |
Maria Aparecida Ferrari;
Vani Moreira Kenski;
Margarida Maria Krohling Kunsch;
Manolita Correia Lima;
Brasilina Passarelli;
Antonio Carlos Aidar Sauaia
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| Advisor: | Maria Aparecida Ferrari |
| Abstract | |
The new National Curriculum Guidelines for undergraduate courses in Public Relations (2013) were designed to encourage interdisciplinarity (MOURA, 2015), articulation between theory and practice and the strategic role of the activity in the management of relationships between the organization and its publics (Report CNE / CSE nº85 / 2013). However, due to the exaggerated use of lectures in the courses (FERRARI, 2017a) and the gap between Public Relations and Administration (LEMOS, 1986; SIMÕES, 1995; ZAPATA, 1998; FERRARI, 2006; TORRES, 2010; 2012), there is a lack of didactic-pedagogical initiatives that provide students with an environment of managerial education capable of integrating theory and practice and recovering the systemic character of the organization. This thesis intends to contribute with theoretical and methodological subsidies aiming at using active strategies of Public Relations teaching and learning. It was characterized as an educational research supported with constructivist basis. Quantitative and qualitative data were obtained through: a) Theoretical research on didactic subjects in Higher Education, Public Relations education in Brazil, the Management Laboratory methodology (SAUAIA, 2008, 2010, 2013) and the modeling of organizational simulators to support business games (GOLD and PRAY, 1990; GOLD, 2005; CANNON and SCHWAIGER, 2004, 2005a, 2005b); b) Field research (surveys, experiences in teaching apprenticeship and participant studies) on the teaching-learning process of Public Relations and the use of the Management Laboratory methodology; c) Pilot Project in which the Organizational Simulator of Public Relations and Management (SimRPG) and the Strategic Relationships Game (JRE) were developed, tested and evaluated. The results confirmed the educational benefits of the combined use of organizational simulators, business games and research activities to promote theoretical and empirical managerial learning experiences among students of different backgrounds, cultures and levels of knowledge. It was verified that the SimRPG and the JRE contributed to the practice of management concepts and Public Relations valuing the strategic nature of these activities in the systemic organizational environment. It was concluded that, in addition to teaching and learning innovation in Public Relations, the SimRPG and the JRE favor the autonomy and creativity of teachers and students and help to adapt the courses to the requirements of the new National Curriculum Guidelines (2013). As the main contribution, the study created the Strategic Relationships Laboratory, a customized educational methodology for the Public Relations courses, pedagogically based on constructivist fundaments while methodologically built on the conceptual pillars of the Management Laboratory. (AU) | |
| FAPESP's process: | 14/26010-5 - State of the art of teaching-learning in public relations undergraduate courses in Brazil: proposal for new educational practices based on the concept and methods of the management laboratory |
| Grantee: | Ana Cristina da Costa Piletti Grohs |
| Support Opportunities: | Scholarships in Brazil - Doctorate |