Navegando por Assunto "Engajamento"

Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
O efeito do status do consumo sustentável no engajamento e no boca a boca na categoria de consumo moderado pelo tipo de comunicação no ambiente online
(Universidade Federal do Pará, 2025-02-07) CARDOSO, Diego Tavares; ARRUDA FILHO, Emilio Jose Montero; http://lattes.cnpq.br/9895428179606886; https://orcid.org/0000-0002-1574-8332
The status of sustainable consumption has emerged as a differentiation capable of generating demand for environmentally friendly products, which is why several studies have dedicated themselves to better understanding this positioning phenomenon in the context of sustainable consumption. Thus, this research sought to understand the effects of this status of sustainable consumption on engagement and, consequently, on word of mouth when moderated by the type of communication in the virtual environment (rational x emotional). To this end, three quantitative studies were developed, in which statistical techniques were applied using SPSS 23 and PROCESS 4.3 software to analyze the data obtained and achieve a greater understanding of the phenomenon studied. Among the findings of this research, the moderating effect of emotional communication on the relationship between status and engagement stands out, in addition to status with word of mouth. Furthermore, we identified that engagement acts as a mediator in the relationship between status and word of mouth. This study makes significant contributions to the literature and to marketers, offering insights into the most effective type of communication for sustainable products with high or low status appeal, as well as suggesting directions for future research.
Acesso aberto (Open Access)
Equipe Maker Steam: uma metodologia ativa para uma aprendizagem criativa
(Universidade Federal do Pará, 2023-06-28) CORDOVIL, Kleverton Robson da Silva; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411
The territory of this research involves creative learning in order to answer the following question: How can a methodology with an emphasis on team collaboration contribute to creative learning in higher education? The overall goal is to investigate and experiment with the potential of an active methodology, inspired by the STEAM movement and Maker Culture, with an emphasis on team collaboration and engagement, to promote creative learning in higher education. As a research method, we adopted the cartography method, which allows the researcher to transit and be part of the possible territories of the research, since it is a research-intervention that seeks to map subjective processes in order to make visible what happens in encounters, crossings and experiences. The method transforms a goal-determined walk (hódos) into a hódos-metá, a walk that is created and transformed during the research. It is a rhizomatic movement, focused on experience and the use of clues. Here, the clues chosen were: i) research-intervention; ii) cartographer's attention; iii) following processes; and iv) narrative politics. As narrative we were inspired by the book "The War of the Worlds" by Herbert George Wells. This work presents the hostile arrival of aliens on planet Earth, which facilitates the adaptation of some real facts that occurred between the years 2021 and 2022. The theoretical foundations that guide the concept of creative learning adopted in this research appropriates the contributions of Paulo Freire (1996, 2014) on learning, the main ideas of psychoanalyst Donald Winnicott (1975) on creativity, the contributions of artist Ostrower (2014) on sensitivity and creativity, the thought of pedagogue Jorge Larrosa (2014) on experience, and the contributions of researcher Ivani Fazenda (2008) on interdisciplinarity. Concept that intertwines with learning with the other to strengthen the individual's perception of collectivity and increase their confidence, which makes learning participatory and autonomous. In this context, the STEAM movement allied with the Maker culture presents itself as an interdisciplinary proposal, capable of integrating theory and practice, with the perspective of originating knowledge through experience. To produce the research data, workshops were held with higher education students and the cartographies carried out mapped the creative and innovative potential of the Maker Steam Team. As a consequence of the encounters and crossings that took place during the research, a methodology guide was created.
Acesso aberto (Open Access)
Resistência e regime militar de 1964: olhares críticos
(Universidade Federal do Pará, 2009-06) SARMENTO-PANTOJA, Tânia Maria Pereira
Acesso aberto (Open Access)
Utilização de um guia instrucional para descrição de competências como uma ferramenta complementar no mapeamento de competências em órgãos públicos
(Universidade Federal do Pará, 2017-08-21) BARTH, César Augusto; RAMOS, Camila Carvalho; http://lattes.cnpq.br/4681656913940932; BARROS, Romariz da Silva; http://lattes.cnpq.br/7231331062174024
The competence management model was established in the Brazilian public administration through Decree nº 5.707/2006. This management model has been successful in defining the behavioral units necessary for the employees to carry out their work. The competencies required to carry out the work are the central axis of this management model, so it is essential that the competencies are well described. For greater reliability of the competence description , it is delegated to employees the responsibility for their description, thus, employee engagement is essential to obtain competence descriptions properly. For that end, we used a instructional guide for competence description. The objective of this study was 1) identify and manipulate the factors that potentially have impact on employee collaboration in competences description using an instructional guide and 2) evaluate the quality of the competences described with the use of the guide. A total of 349 employees participated. They were members of 15 competency mapping workshops in three Brazilian federal public agencies. The instructional guide was sent to the participants by e-mail, with instructions and a request for formulation of competencies until the date of the workshop. On the day of the workshops, employees were given a questionnaire with questions regarding the factors that helped or hindered them in describing the competencies. The responses of participants who performed and those who did not perform the task were compared and one identified factor was manipulated. Finally, the quality of competencies described in three conditions was compared: a) competencies described only with the use of the guide; b) competencies developed by the participants using the guide together as workshops and; c) competencies elaborated based only on the workshop. The results did not indicate significant differences between the competencies described by the employees who only participated in the workshops and those who participated in the workshops and used the instructional guide. The competencies described only based on the instructional guide sowed the greatest number of problematic conditions.