Claudia Simone Antonello

Programa de Pós-Graduação em Administração, Universidade Presbiteriana Mackenzie

Resumo. Este artigo tem como propósito abordar, discutir e propor, a partir de cuidadosa revisão da literatura e resultados de estudo exploratório, uma concepção que procura estabelecer conexões entre as diferentes definições sobre a aprendizagem experiencial e seu papel no desenvolvimento de competências no contexto organizacional. O estudo desenvolvido investigou os aspectos relacionados à aprendizagem e ao desenvolvimento de competências na percepção de universitários que estavam trabalhando e cursando a etapa final do curso de administração. Os resultados revelam: a importância do contexto em que os indivíduos estão inseridos na construção de significados para o processo de aprendizagem; como as situações que surgem no cotidiano podem tornar-se veículo neste processo; e permitem dizer que, para instalar uma cultura de aprendizagem que possibilite o desenvolvimento de competências, é necessária compreensão clara das novas diretrizes de uma tarefa educativa voltada para aprendizagem. Na perspectiva de trazer alguma contribuição o estudo conclui propondo um quadro de referências relativamente integrado para a definição e o papel da aprendizagem na ação no desenvolvimento de competências.

Palavras-chave: Aprendizagem na ação, formação profissional, desenvolvimento de competências, aprendizagem situada, aprendizagem informal.

Abstract. The purpose of this paper is to approach, discuss, and suggest – after a careful literature review and from the results of exploratory study –, a conception that tries to establish connections between the different definitions of experiential learning and its role in the development of competences in organizational context. The study investigated the aspects related to learning and to the development of c ompetences, through the perception, of university students that were working, and attending their last year of a business administration program. The results revealed: the importance of the context in which individuals are inserted to the construction of meanings in the learning process; how situations that one encounters in everyday life can become a leverage in this process; and that it´s possible to state that, in order, to install a learning culture that allows the development of competences, it is necessary to have a clear understanding of the new directives of an educational method aimed at learning. This study aims to bring some contribution, suggesting a relatively integrated reference framework to the definition of learning in action, and its role in the development of competences.

Key words: Learning in action, professional development, competence development, situated learning, informal learning.

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