INTERDISCIPLINARIDADE NO ENSINO EM ADMINISTRAÇÃO: VISÃO DE ESPECIALISTAS E COORDENADORES DE CURSOS DE GRADUAÇÃO

Undergraduate management courses find themselves in turbulent contexts and facing difficulties in generating resources and competencies of different natures. One of the biggest problems is the capacity to refine students' education in line with thechallenges that arise in the management profession. symptoms such as the disassociation between theory and practice, the lack of a logical sequence of content, an excess of lectures and the inability to develop studants' skills in market demand are always mentioned as criticisms. Inter disciplinarity, however, treated as the controlled promotion of relationships between different disciplinary contents and currently considered more as process than a product (fazenda, 1991;2006),amis to develop a complex thinking able understand the systemic reality and relating elements found in differentareas. Using inter disciplinary practices, teaching in management could overcome, or at least reduce the issues present in its courses. Thus, the objective of this paper is to present the point of view of specialists, interdisciplinarity research group members and management course administrators through personal interviews and the Delphi method that employed an online questionnaire. The findings show that specialists do not distinguish between interdisciplinarity applied in management teaching to that in different contexts, while course administrators are supportive of the idea, but face structural and organizational difficulties to put in into practice. Management teaching is seen by both these groups to lack greater interdisciplinarity, but in order to change this a reform is needed in curricular structures, as well as an effort by professors with a stronger focus on post-graduate degree, to the detriment of graduate degree courses. In addition, an inversion is required in the didactic methods used in the classroom, making them more student centric than teacher-focused, and thus eliminating the excess of lecture classes. Initiatives thatprovide systematic thinking, whether in their extent or in case studies, can also strengthen interdisciplinarity in management teaching.

Undergraduate courses in administration are inserted in turbulent contexts and present difficulties in managing resources and competencies of different natures. One of the most emphatic issues is the ability to improve the training of students for the challenges of the management profession. Symptoms such as dissociation between theory and practice, lack of a logical sequence of content, an excess of lecture classes, and an inability to develop in the student the skills demanded by the market are always remembered in the criticism of the work they do. In turn, interdisciplinarity, treated as a controlled promotion of relations between different disciplinary contents, today considered more a process than a product (Fazenda, 1991; 2006), aims to develop complex thinking capable of understanding systemic reality, relating elements present in different areas. Through interdisciplinary practices, teaching in Administration could overcome the educational problems presented, or at least reduce them. Thus, this work aims to present the vision of specialists, members of research groups in interdisciplinarity, and coordinators of administration courses through personal interviews and the Delphi method with a form completed online. As results, it was possible to state that the specialists do not distinguish interdisciplinarity applied in different contexts from that applied in business administration teaching; and that the course coordinators support the idea, but have structural and organizational difficulties in carrying it out. Finally, from the point of view of both, teaching in administration lacks greater interdisciplinarity, but for this to change it would be necessary to reform the structure of the curricular matrices of the courses, as well as to undertake a greater focus by the professors on undergraduate courses instead of graduate courses, in addition to a change in the teaching methods used in the classroom, making them more student-centered instead of teacher-centered, eliminating the excess of lecture classes. Initiatives that provide systemic thinking whether in extension or case studies may strengthen interdisciplinarity in management education.