REFLECTIONS ON THE INCLUSION OF "SOCIAL MANAGEMENT" CONTENT IN THE ACADEMIC MASTER'S DEGREE IN ADMINISTRATION AT THE FEDERAL UNIVERSITY OF JUIZ DE FORA

Abstract

This article seeks to argue that the content and assessment system of the subject "Social Management", in the academic master's degree course in Administration at the Federal University of Juiz de Fora, proved to be suitable for the dynamics of teaching and learning and student protagonism, although some aspects could be improved. To achieve its aim, the text reflects on the aims and content of the course, the learning assessment process, and the merits and limitations of pedagogical interaction. The aims of the course under analysis were: a) to discuss the need for Social Management in contemporary organizations; b) to detail the premises for understanding Social Management; c) to discuss the original conception of Social Management, as well as the evolution of the concept and the criticisms directed at it and d) to present organizational and academic initiatives inspired by or understood in the light of Social Management. Learning assessment, a fundamental aspect for student protagonism, was based on three instruments. The first, relating to participation, accounted for 20% of the final grade. The second accounted for 40%, as did the third, making up 100%. Instruments 02 and 03, a seminar and a text, respectively, were interdependent and covered the connection between Social Management and the themes of "private organizations", "the non-state public", "public organizations", "public policies" and "the teaching of Administration".