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RESUMO Objetiva refletir sobre a aplicação da abordagem contingencial no contexto capacitante da biblioteca multinível. Metodologicamente, consiste em um estudo teórico reflexivo, de natureza qualitativa, que fez uso da técnica bibliográfica. A discussão abrange a perspectiva conceitual do Ministério da Educação acerca do Plano de Contingência, os desafios para a biblioteca multinível brasileira quanto a elaboração deste a partir da exigência dos instrumentos de avaliação dos cursos superiores do governo brasileiro e a importância de um contexto favorável a criação de conhecimento para o atendimento das demandas emergenciais. O resultado do estudo evidencia a necessidade de um contexto capacitante, conforme a perspectiva conceitual de Krogh, Ichijo e Nonaka, que oportunize não somente a criação de conhecimento, mas também o desenvolvimento de competência em informação necessária para a elaboração, execução e avaliação do Plano de Contingência. ABSTRACT It aims to reflect on the application of the contingency approach in the enabling context of the multilevel library. Methodologically, it consists of a reflective theoretical study, of a qualitative nature, that made use of the bibliographical technique. The discussion covers the conceptual perspective of the Ministry of Education about the Contingency Plan, the challenges for the Brazilian multilevel library regarding the elaboration of this one based on the demand of the instruments of evaluation of the higher courses of the Brazilian government and the importance of a context favorable to the creation knowledge to meet the emergency demands. The result of the study evidences the need for an enabling context, according to the conceptual perspective of Krogh, Ichijo and Nonaka, that allows not only the creation of knowledge, but also the development of competence in information necessary for the elaboration, execution and evaluation of the Plan of Contingency.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-10-16T12:54:50Z No. of bitstreams: 1 Renan Nunes da Silva_.pdf: 1614465 bytes, checksum: 6a3516897a000fa775dc1dca68563bd9 (MD5) Made available in DSpace on 2017-10-16T12:54:50Z (GMT). No. of bitstreams: 1 Renan Nunes da Silva_.pdf: 1614465 bytes, checksum: 6a3516897a000fa775dc1dca68563bd9 (MD5) Previous issue date: 2017-03-22 CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Essa dissertação aborda o tema das práticas colaborativas de criação de conhecimento em redes de cooperativas de crédito. Os pequenos negócios são importantes agentes nas economias globais, tanto dos países desenvolvidos ou em desenvolvimento. No entanto, historicamente esse segmento apresenta dificuldades para obter acesso a produtos e serviços financeiros formais no mercado bancário tradicional. Como alternativa para a inclusão financeira dos pequenos negócios, surgem as cooperativas de crédito, que atuando em rede realizam práticas que geram ativos de conhecimento relevantes para a inclusão financeira dessas empresas. O estudo tem como objetivo identificar as principais práticas colaborativas de criação de conhecimento, realizadas em redes de cooperativas de crédito, e como elas mobilizam diferentes tipos de conhecimento capazes de gerar ativos que fomentam a inclusão financeira. Para investigar e aprofundar o problema, foi realizada uma pesquisa empírica em três Redes de Cooperativas de Crédito voltadas à criação de conhecimento para a inclusão financeira de pequenos negócios, situadas nos estados do Mato Grosso, Paraná e Minas Gerais, bem como a coordenação nacional das Redes, que é realizada pelo Serviço Brasileiro de Apoio às Micro e Pequenas Empresas (Sebrae). Os resultados permitem realizar uma descrição das principais práticas e do contexto necessário para que a realização dessas práticas colaborativas tenha relação com o fomento da inclusão financeira de pequenos negócios. This dissertation addresses the theme of collaborative practices of knowledge creation in credit cooperative networks. Small businesses are important players in world economies, whether in developed or developing countries. However, historically this segment presents difficulties in obtaining access to formal financial products and services in the traditional banking market. As an alternative to the financial inclusion of small businesses, credit cooperatives emerge that, acting in networks, carry out practices that generate knowledge assets relevant to the financial inclusion of these companies. The study aims to identify the main collaborative practices of knowledge creation, carried out in networks of credit cooperatives, and how they mobilize different types of knowledge capable of generating assets that foster financial inclusion. In order to investigate and deepen the problem, an empirical research was carried out on three Credit Cooperative Networks aimed at creating knowledge for the financial inclusion of small businesses located in the states of Mato Grosso, Paraná and Minas Gerais, as well as the national coordination of Networks, which is carried out by the Brazilian Micro and Small Business Support Service (Sebrae). The results allow a description of the main practices and the context necessary for the accomplishment of these collaborative practices to be related to the promotion of financial inclusion of small businesses.

In my case study, I used two composing tasks to examine how the inclusive composing method (OSM) I have developed promotes the achievement of the aims of the new core curriculum for basic education 2014 and realises the core metaphors of learning. I have created a learning triangle tool to determine how the musical contents, the principles for developing working culture and the goals of music teaching, transversal competences and national education are linked with the latter. In addition to participation and the gaining and creation of knowledge, I included operative competences in these core metaphors. I examined the means OSM offers to evaluate how the students achieve the aims of musical and transversal competences, and how this method can be transferred to teachers’ use. Common music courses in basic education are mainly held by class teachers, who are obligated by the new curriculum to make students compose. They need means for doing so and for teaching transversal competences. In autumn 2015, I taught two classes at the Laajasalo comprehensive school in Finland. One class teacher used the OSM method for a kantele melody, and one music teacher used it for rap. I gathered qualitative and quantitative material (triangulation). I analysed the videotaped lessons I held, as well as my diaries, my colleagues’ questionnaires, and the students’ peer and self-evaluations. I compared the written and played forms of the compositions. OSM promotes the achievement of all examined goals. It is suitable for other composing tasks, learning institutions and subjects.

ResumenEl artículo pretende establecer el grado de asociación significativa que existe entre la creación de conocimiento en lo que respecta a conversión de conocimiento tácito-explícito y los modelos de decisión racional, por procesos, político y anárquico. Para tal fin se realizó una encuesta a 270 gerentes de micro, pequeñas y medianas empresas (mipymes) inscritas en la Cámara de Comercio de Cali. En cuanto a metodología se empleó el Test Chi-Cuadrado para establecer los niveles de asociación a partir del análisis de tablas de contingencias dicotómicas. De acuerdo con los resultados obtenidos se concluyó que existen asociaciones significativas entre la conversión de conocimiento y los modelos de decisión en las empresas analizadas.AbstractThe article seeks to determine the degree of significant existing associations between the generation of knowledge regarding tacit-explicit knowledge conversión and rational, political, and anarchic process-based decision-making models. To this end, a survey was conducted among 270 managers of micro, small, or medium-sized enterprises (MSMEs) registered with the Cali Chamber of Commerce. The methodology involved using a chisquare test to establish association levéis based on an analysis of dichotomous contingency tables. The results obtained made it possible to conclude that there are significant associations between the conversión of knowledge and decision-making models in the companies under review.

Apresentam-se diferentes conceitos sobre sociedade da informação, governança e política da informação, relacionando-os com os processos de criação e disseminação do conhecimento. Por meio de entrevistas e sob a abordagem do modelo SESI, esses processos são identificados e analisados em diversas áreas da Fundação Hemominas. Nas ações e práticas da instituição, procura-se encontrar elementos de uma política de informação, estabelecida implícita ou explicitamente, que seja catalisadora das diversas formas de criação e conversão do conhecimento. Conclui-se que, embora exista uma prática comum de registro e compartilhamento do conhecimento, esta prática nem sempre ultrapassa os domínios e limites das áreas onde ela acontece. Constata-se que as ações acontecem como resultado da busca pela melhoria dos processos produtivos ou de gestão, e não como resultado de uma política de informação direcionada para a criação e o compartilhamento do conhecimento como agente de inovação. The article presents concepts and features on the information society, governance and information policies and their relation with the processes of knowledge creation and dissemination. These processes are identified and analyzed in several areas of the Hemominas Foundation through interviews and using the SESI model. In the actions and practices of the institution, elements of an information policy, either implicit or explicitly established, are looked for, that would catalyze the methods of creation and conversion of knowledge. It is concluded that, although there is a common practice to record and share knowledge, this practice does not very frequently extrapolate the spheres of the area where it happens. The actions seem to occur from an attempt for improved production processes or management, rather than from an information policy directed to knowledge creation and dissemination as an innovation agent.

El presente artículo presenta una reflexión sobre la relación que existe entre el cine como instrumento tecnológico al servicio de la educación y la creación de conocimiento en la formación de profesionales de la orientación de la violencia familiar. Se investiga las posibilidades de la inserción del cine como recurso tecnológico en la educación bajo dos enfoques: uno teórico, discutiendo la intersección entre ciencia, tecnología y educación, y otro empírico, describiendo un estudio de caso sobre la práctica educativa del cine-foro aplicado a la formación de profesionales de la orientación de la violencia familiar, donde se presenta un diseño de trabajos prácticos realizado en un curso para graduados de orientación familiar, en el que se utilizó la modalidad del cine-foro para generar conocimientos significativos. Se propone construir un esquema de análisis de películas incorporando al cine como instrumento didáctico. Así mismo, se destaca que la utilización del cine en el salón de clase puede ayudar al docente a considerar la transversalización de los contenidos y a desarrollar competencias que van más allá de la adquisición de información del campo específico de la orientación de la violencia familiar. Se concluye que el cine como instrumento tecnológico y el recurso didáctico del cine-foro pueden servir para producir conocimiento en el área de la intervención psicosocial con familias. This article presents a reflection on the existing relationship between cinema as a technological instrument in the service of education and the creation of knowledge in teaching family violence counseling. It researches the possibility of including films as a technological resource in education under two premises. On the one hand, a theoretical proposal is presented, including a discussion of the intersection among science, technology and cinema in education. On the other, an empirical case is deployed, including the utilization of cinema-discussion to generate significant knowledge in the formation of counselors in the family violence field. The paper proposes to build an outline to analyze movies as teaching resource. Furthermore, it is highlighted that the utilization of movies in the classroom could help teachers to diseminate the curricular contents in transversal ways and to help develop competencies that go beyond the acquisition of factual information in the field of family violence counseling. The paper concludes stating that movies and their aftermath discussion could help in the creation of knowledge in teaching family violence counseling.

This report is the second in a program of evaluations that the independent evaluation group (IEG) is conducting on the learning that takes place through World Bank projects. Learning and knowledge are treated as parts of a whole and are presumed to be mutually reinforcing. The evaluation program addresses the following overarching questions: how well has the World Bank learned in its lending operations?; and what is the scope for improving how it generates, accesses, and uses learning and knowledge in these operations? Evaluation two includes findings from seven country case studies and interviews with Bank staff about their early experience of working within the Bank’s new global practices structure, which became operational on July 1, 2014. The aim is to assess the pre-FY2015 evidence in light of the new structure and roles, and to ask how long-term trends are likely to be modified as reforms evolve. Surveys and interviews reveal that, when it comes to managing projects, Bank staff rely first and foremost on a process of informal learning, leading to a gradual accumulation of tacit knowledge. Informal learning and tacit knowledge are built on the behaviors that flow from mindsets and from the characteristics and operating rules of the groups that individuals belong to. These behavioral underpinnings are mediated by incentives that institutions like the Bank provide to staff. The Bank has launched several important learning initiatives, such as the operational core curriculum. Chapter one presents approach. Chapter two mines the academic and management literature to examine the behavioral underpinnings of informal learning and tacit knowledge. Chapter three examines how individual and team behavior is mediated by the incentives that the Bank offers staff. Chapters four, five, and six examine three operational orientations of particular relevance to the new Bank: balancing of global and local focus, adaptiveness, and results focus. Chapter seven presents recommendations.

El artículo pretende establecer el grado de asociación significativa que existe entre la creación de conocimiento en lo que respecta a conversión de conocimiento tácito-explícito y los modelos de decisión racional, por procesos, político y anárquico. Para tal fin se realizó una encuesta a 270 gerentes de micro, pequeñas y medianas empresas (mipymes) inscritas en la Cámara de Comercio de Cali. En cuanto a metodología se empleó el Test Chi-Cuadrado para establecer los niveles de asociación a partir del análisis de tablas de contingencias dicotómicas. De acuerdo con los resultados obtenidos se concluyó que existen asociaciones significativas entre la conversión de conocimiento y los modelos de decisión en las empresas analizadas. The article seeks to determine the degree of significant existing associations between the generation of knowledge regarding tacit-explicit knowledge conversion and rational, political, and anarchic process-based decision-making models. To this end, a survey was conducted among 270 managers of micro, small, or mediumsized enterprises (MSMEs) registered with the Cali Chamber of Commerce. The methodology involved using a chi-square test to establish association levels based on an analysis of dichotomous contingency tables. The results obtained made it possible to conclude that there are significant associations between the conversion of knowledge and decision-making models in the companies under review. O artigo procura determinar o grau de associação significativo que existe entre a criação de conhecimento no respeitante a conversão de conhecimento tácito-explícito e os modelos de decisão racional, pelos processos, político e anárquico. Para esse fim, foi realizado um inquérito a 270 gestores de micro, pequenas e médias empresas (MIPME) inscritas na Câmara de Comércio de Cali. Em termos de metodologia foi utilizado o teste Qui-quadrado para estabelecer os níveis de associação a partir da análise de tabelas de contingências dicotômicas. De acordo com os resultados, se concluiu a existência de associaçôes significativas entre a conversão de conhecimento e os modelos de decisão nas empresas analisadas.

The research is about knowledge creation (knowing) for business strategies as a sense-making practice that is shaped situationally, and how the communication of knowledge can and should support such situational creative practice. The research investigated how knowing work is accomplished as a situational meaning creation or sense-making practice, and how the situationality of this practice was brought to life. The main results enclose the emergent, unplanned and synergic nature of knowing, the interpretation of tacit knowledge as the most frequent sense-making action, needs and uses of knowledge driven by meaning creation, five knowing situations that reveal patterns and differences in knowing, and how the situationality of knowing manifests itself. The present study empirically evidenced the situationality of knowing. The findings were used to propose approaches for communication of knowledge that can be dynamically and flexibly attuned to the situational knowing practices for which knowledge is needed and used. The research is about knowledge creation (knowing) for business strategies as a sense-making practice that is shaped situationally, and how the communication of knowledge can and should support such situational creative practice. The research investigated how knowing work is accomplished as a situational meaning creation or sense-making practice, and how the situationality of this practice was brought to life. The main results enclose the emergent, unplanned and synergic nature of knowing, the interpretation of tacit knowledge as the most frequent sense-making action, needs and uses of knowledge driven by meaning creation, five knowing situations that reveal patterns and differences in knowing, and how the situationality of knowing manifests itself. The present study empirically evidenced the situationality of knowing. The findings were used to propose approaches for communication of knowledge that can be dynamically and flexibly attuned to the situational knowing practices for which knowledge is needed and used.

On the basis of the recent concepts of epistemic communities and communities of practice, we show that the firm can be defined according to a form of double duality : cognitive and organisational. The interest of this approach is to put ahead the differentiated behavior from the manager and the entrepreneur inside the firm. It also puts in light the important questions concerning the organisational tensions under the vision of the knowledge-based economies., En partant des concepts récents de communautés épistémiques et de communautés de pratique, nous montrons que l'entreprise peut être définie selon une forme de double dualité : cognitive et organisationnelle. L'intérêt de cette approche est de mettre en avant le comportement différencié du manager et de l'entrepreneur dans l'entreprise. Elle met également en perspective les questions importantes des tensions organisationnelles sous l'angle de l'économie des connaissances.

El objetivo de esta ponencia no es aportar “verdades cerradas”, sino proponer un marco de discusión que facilite la integración de aproximaciones muy distintas al hecho de aprender y enseñar en un mundo digital. Pensamos que en la enseñanza y el aprendizaje debe quedar siempre un sitio para la creatividad, la introducción del significado y la construcción no lineal del conocimiento. Prescindir de todo ello nos parecería un olvido imperdonable The purpose of this paper is not to provide closed verities, but to propose a discussion framework to facilitate the integration of different approaches to the teaching and learning process in a digital world. We think that in that process os teaching and learning there must always be a place for creativity, for the introduction of meaning, and for the creation of nonlinear knowledge

On the basis of the recent concepts of epistemic communities and communities of practice, we show that the firm can be defined according to a form of double duality: cognitive and organisational. The interest of this approach is to put ahead the differentiated behavior from the manager and the entrepreneur inside the firm. It also puts in light the important questions concerning the organisational tensions under the vision of the knowledge-based economies.