Epistemic Matrices In The Construction Of Knowledge On Learning in Organizations

Abstract

Our critical epistemic review examines how researchers deal with the creation of knowledge regarding learning in organizations from the standpoint of cognitive interests. We adopted the epistemic matrices’ analytical model elaborated by Paes de Paula (2016), who handles the creation of knowledge based on cognitive interests and epistemic reconstruction, as an alternative to the paradigms of Burrel and Morgan (1979). The object of analysis were dissertations defended in Brazilian stricto sensu graduate programs in Administration. The identification of cognitive interests in the dissertations was based on sociological approaches classified by the circle of epistemic matrices, which encompasses pure sociological approaches and sets of overlapping closed curves, forming hybrid sociological approaches. The latent and clear content of sociological approaches were collected and analyzed using the qualitative data analysis software Atlas.ti 7. We conclude that the technical and practical interests guide the creation of knowledge regarding learning in organizations – putting aside the emancipatory interest in our discussions. We also conclude that, in order to make contributions for the advancement of knowledge, our study must go beyond the aggregation of cognitive interests; it is necessary to investigate the postulates of sociological approaches to which the interests are connected.

Teaching case methodology under an innovative perspective

“…Learning is a study area still in development, so, it is difficult to identify its paradigm (Durante;Coelho, 2020). For now, there are several perspectives of practice-based learning and with this in mind, this article takes as a theoretical assumption the socio-practical perspective, that positions and thinks learning beyond the human mind, like the one that arises from social relations accrued from a practice, in other words, prioritizes the "learn by doing":…”