FUNÇÕES DE CONFIANÇA NA GESTÃO UNIVERSITÁRIA: A DINÂMICA DOS PROFESSORES-GESTORES NA UNIVERSIDADE FEDERAL DE VIÇOSA
In the development of the Brazilian public administration emphasizes the relevance of servers,both those admitted by approval in a public tender as those indicated by the criterion ofconfidence. The latter are present in different government agencies, including the federalu...
Guardado en:
| Autores principales: | , , , |
|---|---|
| Formato: | article |
| Lenguaje: | ES PT |
| Publicado: |
Universidade Federal de Santa Catarina
2015
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/eefac3993ad5499e81cf0278dbe98191 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | In the development of the Brazilian public administration emphasizes the relevance of servers,both those admitted by approval in a public tender as those indicated by the criterion ofconfidence. The latter are present in different government agencies, including the federaluniversities, are filled by teachers who start to act as managers, in addition to performingresearch activities, teaching and extension. Thus, this articleaimed to analyze the dynamics ofthe functions of confidence existing in the Federal University of Viçosa, questioning about thetraining of teachers to exercise managerial functions. This research presented a qualitativeapproach and descriptive research,collecting data through interviews, the Portal daTransparência and Plataforma Lattes. The results showed a significant amount of 613positions of confidence at UFV, 58 of them from leadership positions. In addition, secondarydata and the prospect of respondents confirmed that teachers are not prepared to work inmanagement, since they do not have specific training in administration, but in other areas.Therefore, given the limitation of creating positions for administrators by the institution, it isforteachers-managers seek new skills, aiming to achieve the objectives of their new roleswith effectiveness. |
|---|