Controles gerenciais : uma análise a partir das mudanças dos arranjos laborais

Abstract

Resumo: The ideals of inclusion, ensuring access to education without bias, and embracing neurodiversity underscore the importance of equity and varied learning opportunities. Yet, implementing these principles in Youth and Adult Education (YAE) and Special Education (SPED) within basic schools presents ongoing challenges for students, educators, and researchers. Beyond policies and opinions, cultivating a sense of belonging within the school environment is crucial. This research aims to scrutinize pedagogical practices using a Universal Design for Learning approach (UDL) in YAE and SPED. Building on an inclusive perspective, it draws on insights from diverse studies by Werneck (1997), Freire (2020), Velasco, Barbosa (2022), Bachmann (2020), Diório (2020), Tozato (2022), and Arroyo (2017), exploring inclusion from various angles. Additionally, works by Góes (2022), NORMS ABNT (2020), Carletto, Cambiaghi (2007), Sebastián-Heredero (2020), Prais (2020), Cast (2018), Zerbato, Mendes (2018), and Stelfelld (2023) delve into Universal Design and strategies for inclusion. Augmenting this theoretical foundation, a systematic review (COSTA; ZOLTOWSKI, 2014) integrated relevant publications, offering a broader landscape for the research. The analysis revealed the nascent adoption of the DUA approach in Brazil, especially in YAE and SPED, underscoring the significance of this dissertation's investigation. In the methodology, a qualitative approach (LÜDKE; ANDRÉ, 2018) of the documentary type (DAMIANI et al., 2013) engaged young adults aged 19 to 42 in YAE and SPED classes within the Municipal System of Paraná. Through 32 class hours across numerous sessions and the application of 16 practical activities, data collection commenced. Employing triangulation of data – "object, subject, and phenomenon" (TUZZO; BRAGA, 2016, p. 13) – observations, theoretical foundations, and produced content formed the basis of analysis. By documenting pedagogical practices and interactions with students, it became evident that DUA-based planning facilitated accessible knowledge for all, particularly benefiting those with neurodiversity. Consequently, the DUA approach significantly contributed to enhancing interaction and accessibility across diverse knowledge domains in YAE and SPED. Its role in achieving positive, relevant, and well-documented outcomes in pedagogical practices fosters a collaborative partnership among schools, students, and families in lifelong learning journeys.

Abstract: This study aims to understand how changes in managerial controls were perceived by employees during the transition from on-site work to remote work in a private higher education institution (HEI). This labor rearrangement brings various impacts on employees' lives, who often struggle to separate their personal and professional lives. It also affects the way the workforce is managed, necessitating differentiated managerial controls capable of enabling remote management. From the perspective of formal and informal controls, a qualitative single case study was conducted, using data triangulation techniques involving ten semi-structured interviews, observation, and document analysis. The content analysis relied on Saldaña's (2015) coding process, and the data systematization was supported by Atlas Ti Web software. From the evidence collected, the research revealed that various adjustments were required in the home environment, and employees employed coping strategies to reconcile family and work dynamics. The results indicated several advantages and disadvantages of remote work, highlighting the complexity of this labor model. It was also observed that most employees found the hybrid model to be more advantageous, capturing the positive aspects of both remote and on-site work. Regarding informal controls at the HEI, it was noted that action controls intensified, especially with the implementation of detailed report submissions, which did not achieve universal acceptance among employees, emphasizing the need for improvement in control strategies. In terms of outcome controls, these proved to be more relevant in the context of remote work. Since the HEI already had effective outcome controls in place, the transition to remote work was facilitated. Furthermore, developing new exit controls will assist the HEI in managing at a distance. An increase in self-control among remote workers was also observed, as they became responsible not only for delivering results for the company through their work but also for managing their workload, which led to additional stress. Additionally, the results indicate that remote work requires adjustments in cultural controls, as the reduction in interactions hampers the internalization of the HEI’s expectations, diminishing the strength of this control. This investigation contributes to the themes of remote work and managerial controls, helping managers develop better transition and migration strategies for remote work. Finally, considering that a significant portion of the population comprises workers, this study contributes to fostering discussions about the health and well-being of employees in light of flexible work arrangements.