This case describes the process of changing Chianca Softwares’ face-to-face work regime to the home office during government decrees caused by the new coronavirus pandemic. Chianca Softwares, a family company, which has been a player in the technology market in the state of Paraíba since 2003, went through a process of change in its governance model in 2012, and due to the improvements in its processes, it was awarded the Prêmio Média e Pequenas Empresas (MPE) of Sebrae PB in 2016. Given its adaptability, it faced the coronavirus crisis differently, overcame difficulties, and needed to reinvent itself to survive the ‘new normal.’ In this context, the case aims to lead students to reflect on the home office implementation process in Chianca, to identify the benefits and challenges of this teleworking regime and to think about ways to mitigate these challenges and create tools and practices to mobilize, integrate, and engage people in remote work. Thus, after restructuring its entire team to the new model of work in the home office, students are led to reflect on the dilemma that Chianca managers face due to the release of their face-to-face activities: stay in the home office regime or return to original patterns.
Resumo O objetivo deste estudo é buscar a interpretação de experiências e dos significados atribuídos pelos gestores escolares durante seu processo de capacitação no contexto da formação continuada oferecida pelo Governo do Estado da Paraíba. Com base na participação num dos módulos de formação continuada de gestores escolares com 35 diretores e carga horária de 24 horas, utilizamos os elementos constituintes do diálogo reflexivo para compreender a formação de gestores escolares. Os resultados apontam para uma dissonância entre o conteúdo da formação em relação à realidade e demandas dos gestores escolares, criando um binômio teoria x prática. É possível também identificar os problemas políticos que envolvem a escolha dos diretores escolares e as consequências na prática de fazer gestão. A formação de gestores públicos, ancorada na reflexividade prática, pode ser considerada um mecanismo de contribuição para a gestão democrática.
This study seeks to interpret school managers’ experiences and meanings during their training in a continuing education program offered by the government of the Brazilian state of Paraíba. The study used the constituent elements of reflexive dialogue to understand school managers’ training, obtained through participant observation during a module of a continuing education program for school managers with 35 school principals and a workload of 24 hours. The results point to a dissonance between training content and the managers’ demands and reality, creating a binomial theory vs. practice. It is also possible to identify the political problems around hiring school principals and the consequences of such a process in school management. The research concludes that the training of public managers anchored in practical reflexivity can be a mechanism to contribute to democratic management.
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