Relação orientador-orientando e suas influências na elaboração de teses e dissertações

Abstract

RESUMOO artigo tem o objetivo de discutir a relação orientador-orientando e suas infl uências no processo de produção de teses e dissertações dos programas de pós-graduação stricto sensu em Contabilidade na cidade de São Paulo. O campo de estudos foi o do ensino e pesquisa em Administração e Contabilidade. Como abordagem metodológica foi utilizada a avaliação qualitativa, com coleta de dados por meio de entrevistas estruturadas. Foram entrevistados orientadores e orientandos dos programas de pós-graduação em Contabilidade da USP, PUC-SP e FECAP. Os resultados indicaram que, no processo de escolha, orientadores valorizaram características técnicas dos orientandos, enquanto os orientandos enfatizaram as características afetivas e pessoais dos orientadores. Verifi cou-se também que a atividade de orientação qualifi ca os orientandos para a autoria e que muitos problemas surgidos durante o processo de construção do trabalho estariam ligados à relação orientador-orientando. Geraldo Alemandro Leite Filho FEA-USP Gilberto de Andrade Martins FEA-USPABSTRACT The present study had as objective to understand the relationship between academic advisors and graduate students and their infl uences in the process leading from research to the completion of thesis and dissertations in São Paulo/Brazil graduate programs in Accounting.

Advisor-advisee relationship: the multiplier knowledge

“…researchers in an advanced developmental stage and on the path to scientific autonomy, but who still need academic guidance, which justify advising activities as effectively necessary 2,3 . The knowledge-building process is not an isolated process, but rather depends on the interaction between the academic advisor and student 2 .…”

“…Increase in responsibilities: advising activities go beyond the limits of the advisor-advisee relationship, becoming more important and related to institutional matters; 3. Resolutions and directives are not fulfilled (lack of faculty preparation, excessive number of students, and reduce number of advisors) 3 . 4.…”

“…Amount of time advisors dedicate to students is not sufficient; 8. The autocracy that dominates relations within graduate programs complicate the efficient relationship between advisor and advisee 3,6 . Based on the above, one can affirm that the key element of a Graduate Program is the advising process 3,9 .…”

“…The autocracy that dominates relations within graduate programs complicate the efficient relationship between advisor and advisee 3,6 . Based on the above, one can affirm that the key element of a Graduate Program is the advising process 3,9 . The relationship advisor-advisee is complex, diversified and, sometimes, hard to define, and yet it is not only extremely important during graduate school, but absolutely essential as a part of the whole process.…”

“…However, for the process to be productive, it is necessary that both advisor and advisee know their prerogatives, building through a constructive relationship an environment conducive to the generation of knowledge 3 . Factors that may interfere with the advisor-advisee relationship: faculty members ill-prepared for advising, excessive number of students, lack of advisors with time for advising, autocracy, unrealistic expectations of both parties, excessive dependence, cultural barriers, and competition between advisor and advisee 3 .…”