Curriculum and theory-practice linkages: reflections on the teaching-learning process in an undergraduate course in administration

Abstract

The educational context does not always favor the maturation of the adult learner and their lack of ability to direct their own learning can still be observed. Such deficiencies are accentuated by the application of a rigid and functionalist curricular structure. This work seeks to analyze the perception of students of the Administration course of the Federal University of Paraiba on the links between theory and practice through reflection on the curriculum of the course. For this end, a basic qualitative research was held through the application of interviews with eight graduating students, who had already attended the professional formation disciplines and had also developed internship activities or participated in extracurricular activities such as monitoring, scientific initiation or junior consultancy that could develop the reflective thinking from the interdisciplinary connection and would enable a connection between the theory discussed through the curricular disciplines with practice. The data were analyzed in light of a comprehensive interpretative analysis. After the analysis, it is concluded that some factors limit the changes in the curriculum, but emphasizes the necessity to reorganize the curricular structure of the course considering the perspective of the student, to promote a greater integration and articulate the theory with practice through learning processes oriented to action and the  development of core competencies for the professional formation of the student.