Purpose -The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL's implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach -The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis. Findings -The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning. Practical implications -The use of PBL demonstrates its potential for learning through the integration of students' cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students. Originality/value -The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students' competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning.

Este artigo pode ser copiado, distribuído, exibido, transmitido ou adaptado desde que citados, de forma clara e explícita, o nome da revista, a edição, o ano e as páginas nas quais o artigo foi publicado originalmente, mas sem sugerir que a RAM endosse a reutilização do artigo. Esse termo de licenciamento deve ser explicitado para os casos de reutilização ou distribuição para terceiros. Não é permitido o uso para fins comerciais. THE COMICS AS TEACHING GABRIELA TAVARES DOS SANTOS.v18n1p40-65. Submission: Jan. 10, 2016. Acceptance: July 26, 2016. Evaluation system: double blind review. UNIVERSIDADE PRESBITERIANA MACKENZIE. Silvio Popadiuk (Editor), Eda Castro Lucas de Souza (Associate Editor), p. 40-65. The comics as teaching strategy in learning of students in an undergraduate management 41 ABSTRACTPurpose: This article aims to evaluate the use of comics as an active teaching strategy in learning of students in a management undergraduate program. Originality/gap/relevance/implications: The proposal presented in this article brings a theoretical-practical contribution to education in management, since it describes the steps for the use of a strategy involving use of comics as a teaching tool by the professor in the classroom, and also promotes the researcher's reflections on innovative teaching strategies for education in management in Brazil. Key methodological aspects: The study is qualitative and the research method adopted followed the assumptions and steps of the action research of Cousin (2009): recognition, planning, action, observation and reflection. Cousin's description was adapted to the context of teaching. Summary of key results:The results obtained indicate that using presentation of comics as a teaching strategy can enhance competence development, assist in the development of innovation and flexibility, and also contribute to reducing the gap between theory and practice. In addition, it can help students develop a critical sense, help to establish relationships between events and managerial situations, and encourage the exchange of experiences, assisting in decision-making and allowing students to represent a professional situation based on theoretical precepts. Finally, it contributes to the development of reflective practice in the learning environment and, in particular, promotes the development of creativity, something that was observed throughout the implementation of the strategy. Key considerations/conclusions: It is expected that the study will contribute to the dissemination of the strategy in other programs and institutions and encourage teachers to use comics in the learning processes of their students.

Neste artigo, analisa-se a relação entre o eixo “Responsabilidade Social” do Programa Empresa Saudável e a qualidade de vida dos empregados de uma operadora de planos de saúde de Florianópolis. Essas duas categorias foram analisadas por meio de subcategorias significativamente mencionadas por estudiosos da área, e consideradas coerentes com a realidade da referida operadora. É um estudo de caso predominantemente qualitativo, com finalidade descritiva. Durante um mês, foram realizadas entrevistas semiestruturadas com 15 empregados de diferentes diretorias, todas gravadas e transcritas na íntegra. Os dados evidenciaram o predomínio de coerências nas duas categorias estudadas, sobretudo em função da relação estabelecida entre compromisso com a equidade racial e de gênero e a integração social, bem como no que diz respeito ao desenvolvimento pessoal. No entanto, houve algumas divergências, como o fato de que, embora a operadora ofereça um plano de saúde, não haja o controle do alto nível de estressores organizacionais que envolvem as tarefas desenvolvidas pelos seus empregados. Somado a isso, ao mesmo tempo em que os empregados reconhecem que a organização oferece igualdade de oportunidades de crescimento, também identificam discrepâncias entre seus salários tendo em vista as funções exercidas e o nível de responsabilidade e dificuldades de cada cargo.

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A geração Z é composta por indivíduos antenados e inquietos, que estão constantemente buscando o novo. Objetivando compreender as perspectivas de carreira destes indivíduos, este estudo se concentrou na investigação de membros e ex-membros da Empresa Júnior de Administração, graduandos e egressos do curso de graduação em Administração da Universidade Federal da Paraíba. Por meio de uma abordagem qualitativa, a pesquisa teve duas fases: questionário de âncoras de carreira para traçar o perfil dos entrevistados e entrevistas com roteiro semiestruturado. Os resultados apontam que as âncoras mais presentes são (i) dedicação a uma causa, (ii) desafio puro e (iii) autonomia/independência, reforçando o perfil da geração Z, caracterizado pela inquietação, flexibilidade, inovação e busca por desafios. A carreira acaba sendo caracterizada por dúvidas, incertezas, falta de experiência e de planejamento de carreira eficaz. A Empresa Júnior apresenta-se também como um ambiente de desenvolvimento de competências e aprendizagem, aliando teoria e prática.