Os coordenadores de pós-graduação stricto sensu da UFPR e o processo de transição de professor para professor-gestor: uma proposta de treinamento fundamentada no mapeamento de competências

Abstract

Management activities in Brazilian public universities, such as those of the positions of dean, director, department head, coordinator of post-graduation program (PGP) among others, are activities to be executed by the professors staff of the institution itself. These professionals start their role in the institution with the purpose of acting in the academic context, and when they assume the role of manager, they face a big amount of challenges, especially due to the lack of formal preparation to exercise this activity. Even so, there are not too many studies focused on the training and qualification of the academic managers of Brazilian public universities. Considering these observations, and aiming to obtain results that can corroborate so that these professionals, mor e specifically those who assume coordination positions in PPG, are better prepared for this role, this study seeks to answer the following question: Which educational action model can assist the development of necessary competencies for professors who assume the position of coordinator ou vice-cordinator in a stricto sensu post-graduation program? Methodologically, this research is characterized as descriptive, of an applied nature, and a qualitative approach. To develop the script, the theoretical framework sought to further elucidate the theme of the dissertation, in addition to a theoretical basis for the research. The investigation carried out was based on competence mapping (following the instructions of Borges-Andrade, Abbad and Mourão (2006) and Brandão (2017), which is an important instrument of the competency management system. The methodological procedures adopted were documentary research and participant observation. The organizational analysis allowed to identify the main factors influencing activities in postgraduate programs, while the functional analysis allowed the distinction of tasks performed by this manager into four different categories: Didactic-pedagogical, political and leadership, financial and administrative and bureaucratic. From such analyses, the competence resources (knowledge, skills and attitudes) necessary for the position were evidenced, which culminated in an intervention proposal, with the purpose of collaborating for the elaboration of an educational action for the postmanagers stricto sensu graduate at UFPR, and possibly at other federal public universities. Far from exhausting the discussions around the topic, the work reaffirms the importance of preparing teachers for managerial positions.