Abstract
The didactic-pedagogical innovation at the stricto sensu level can be the differential for a program to train qualified professionals for today's demands. Within this perspective, the study seeks to reflect on the application process and impacts of a teaching strategy based on the Teaching-Learning Patchwork Technique (TLPT) active methodology in a doctoral business administration course. Using duoethnography, the research was carried out with a teacher and two students, generating reflections of different visions about the same object, which provided a greater understanding of the phenomena experienced. The results support that TLPT promotes educational innovation from the promotion of teaching worked in small strategically selected parts, creating a creative, collaborative, and reflective environment. The research contributes to a reflection on educational policies regarding the stricto sensu graduate courses.
Keywords
teaching-learning patchwork technique, active methodology, duoethnography, doctoral education
Author Bio(s)
Jonimar da Silva Souza (ORCID: https://orcid.org/0000-0003-3374-5108) is Professor at the Federal Institute of Education, Science and Technology of Rondônia (Brazil). Currently, he is pursuing a Ph.D. in Administration at the Federal University of Paraná (Expected to finish in 2024). He holds a master's degree in Administration from the Federal University of Rondônia (completed in 2013). Graduated in Mathematics (2006) and holds a Bachelor's degree in Public Administration (2019). His research areas include education, public policies, sustainability, and decoloniality. Leads the Research Group on Innovation and Sustainability in the Amazon (GEPISA) and is a member of the advisory board of the National Association of Teaching and Research in the Field of Public Administration (ANEPCP). Correspondence regarding this article can be addressed directly to jonimar.souza@ifro.edu.br
Aloir Pedruzzi Junior (ORCID: https://orcid.org/0000-0001-7911-1421) is Professor at the Federal Institute of Education, Science and Technology of Rondônia (Brazil). He is currently studying for a doctorate in Administration at the Federal University of Paraná (finalized in 2024). He has a master's degree in Administration from the Federal University of Rondônia (completed in 2015). Specialist in Professional and Technological Education (2021). Specialist in Accounting Expertise and Audit (2013). Bachelor of Accounting Sciences (2011). He currently teaches undergraduate and postgraduate courses at IFRO. He is the author of books and scientific texts, his research areas include education, educational management, leadership and control systems. He is a member of the Study and Research Group on Innovation and Sustainability in the Amazon (GEPISA). email: aloir.pedruzzi@ifro.edu.br
Queila Regina Souza Matitz (ORCID: https://orcid.org/0000-0001-5818-4701) earned a doctorate in Administration (UFPR-2009), master's degree in Administration (PUCPR-2004), specialization in Communication (PUCPR-1998), and degree in Industrial Design (PUCPR-1994). She has dedicated himself to teaching and research since 1998 and is currently teaching undergraduate and postgraduate courses in Administration at UFPR. She is author of books and instruction texts in Scientific Methodology, Management Research, Fundamentals of Management, and Strategic Management. She has worked as a volunteer in national and international NGOs. She is currently an evaluator of national and international congresses and journals in administration. Current main research interests include Qualitative Research Methods, Process Philosophy applied to Organizational and Strategy Studies, and Strategic Decision Process. email: queila.matitz@ufpr.br
Natália Rese (ORCID: https://orcid.org/0000-0003-2043-3092) is Professor in the Graduate Program of Administration of the Federal University of Paraná (UFPR), Curitiba – PR. She earned a PhD in Administration from the Federal University of Paraná (completed in 2012), a Master in Administration from the Federal University of Paraná (completed in 2009). Graduated in Administration from the State University of Santa Catarina (2006) and graduated in Communication and Visual Expression from the Federal University of Santa Catarina (2004). She has research experience in Administration, working mainly on the following topics: organizations, strategy, organizational practices, and organizational communication—she is a member of the Interinstitutional Research Group Strategizing: Social Practices and Processes (CNPq). email: resenati@gmail.com
Acknowledgements
We are grateful for the valuable comments received from Lady Day Pereira de Souza, Quezia da Silva Rosa, Jhordano Malacarne Bravim, Pablo Capucho, and Everton Luiz Candido Luiz who worked in this paper as rival thinkers, as described in the study methodology. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Publication Date
1-19-2024
DOI
10.46743/2160-3715/2024.5950
Recommended APA Citation
Souza, J. S.,
Pedruzzi Junior, A.,
Matitz, Q. R.,
&
Rese, N.
(2024).
Teaching-Learning Patchwork Technique: Proposed Active Methodology Applied to Doctoral Education.
The Qualitative Report,
29(1), 283-307.
https://doi.org/10.46743/2160-3715/2024.5950
ORCID ID
0000-0003-3374-5108
