Metodologias ativas no ensino superior de Administração: framework para avaliação do alinhamento metodológico às Diretrizes Curriculares Nacionais

Abstract

One of the central challenges in Higher Education lies in meeting the demands for quality courses in accordance with official regulatory frameworks. In this context, aligning courses with the National Curricular Guidelines (DCN’s) emerges as a fundamental strategy. This research aims to present a framework for evaluating the methodological alignment of undergraduate courses in Administration with the mentioned DCN’s. The adopted methodology is based on three essential pillars: epistemological, logical, and technical. In the epistemological pillar, a phenomenological-hermeneutic approach is employed. The logical pillar utilizes a structural base of pragmatic-inductive thinking. In the technical pillar, the research takes on an exploratory and descriptive approach with a sequential transformative strategy, involving both qualitative and quantitative methods. Data collection is carried out through non-participant observational procedures, employing documentary survey with analysis and interpretation through content analysis. The sampling is non-probabilistic and intentional, conducted in stages. The results demonstrate the applicability of the proposed framework, allowing for the measurement of the alignment of methodologies with the DCN’s. Furthermore, it contributes to the academic discourse on the topic. Among the findings, the study reveals significant perceptions about active methodologies, highlighting their transformative role in creating an environment conducive to the development of interpersonal skills, teamwork, and critical thinking. The adoption of these methodologies stimulates student engagement, promoting a positive cycle of proactivity, motivation, and practical adaptation. The study indicates that the proposed framework enables a more rigorous and structured evaluation/self-evaluation, improving the quality of education. It provides insights into methodologies, driving changes in approaches and favoring the adoption of methods aligned with students' needs. Additionally, it gathers critical information for regulatory compliance, essential for decision-making in educational institutions. While not intending to replace existing evaluation models, the proposed framework proves capable of determining the extent to which methodologies align with the guidelines of the DCN’s, and it is adaptable to other courses. Its implementation induces relevant discussions on methodological practices, offering a valuable perspective for course managers, professors, students, and the institution.