Organizações de aprendizagem: o caso de uma universidade pública do nordeste do Brasil

Elisabeth Loiola, Edgard Rebouças de Assis Neto, Marcelo Santos Amaral
DOI: https://doi.org/10.21529/RECADM.2025005

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Considerando que Organizações de Aprendizagem (OA) e desempenho estão positivamente relacionados, objetiva-se identificar se uma Instituição de Ensino Superior, federal, pública e de grande porte, do Nordeste do Brasil, é OA. As percepções dos entrevistados são levantadas por pesquisa survey de amostra não probabilística, usando-se o instrumento multinível Dimensions of Learning Organization Questionnaire – DLOQ-A. A pesquisa qualitativa realiza-se por análise documental e caracteriza a IES e o setor educacional no mundo e no Brasil. Do total de 7638 questionários enviados aos servidores, 403 retornam e 378 são válidos. Análise Fatorial Confirmatória (AFC) demonstra um bom ajuste do modelo aos dados. Analisam-se os dados dos fatores e itens de forma global e entre docentes e servidores técnico-administrativos e calculam-se as correlações intra e interfatores. Os resultados corroboram as hipóteses de que os servidores pesquisados não percebem a IES como OA, que as percepções dos docentes sobre a IES como OA são melhores que as dos servidores técnico-administrativos e que os servidores da IES percebem relações mais fortes entre os níveis individual de aprendizagem e o grupal, e entre os níveis grupal de aprendizagem e o organizacional. Esses resultados somam-se a outras pesquisas para maior acumulação de conhecimentos sobre IES como OA. Preenchem lacuna observada nesse campo de estudo no Brasil. Podem também subsidiar a formulação dos Planos de Desenvolvimento Institucional e políticas das IESs, mais focados em mecanismos e processos de aprendizagem nos três níveis de OA (individual, grupal e organizacional), impactando positivamente o desempenho de servidores e de IES.

Palabras clave

organizações de aprendizagem (OA); desempenho; DLOQ; IES

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