Microaprendizagem via chatbot no whatsapp para o desenvolvimento da competência de autogerenciamento na administração pública

Abstract

This dissertation presents the development and validation of a microcourse grounded in microlearning principles, delivered via a WhatsApp chatbot, aimed at fostering the self-management competence of faculty deans at the Federal University of Pará (UFPA). It is an applied research study with a qualitative approach, structured into five methodological stages: literature review, diagnosis of the institutional context, characterization of the target audience, transposition and compression of the original course into a microformat, and validation of the educational product. Initially, reports from the Competency Mapping indicated that the most significant gap among UFPA staff was in self-management, defined as the ability to seek feedback and identify opportunities for continuous improvement. In light of this, an analysis of previous training initiatives offered by the institution was conducted, revealing that although there were actions addressing the topic, the participation of faculty deans was limited. To address this need, an existing course, originally offered on the Moodle platform, was adapted into a microcourse structured in autonomous micromodules on WhatsApp, taking into account Learning Experience Design (LXD) assumptions and principles of the attention economy. The microcourse was designed with concise narratives, compact learning materials, and microactivities aligned with the learning objectives to ensure flexibility and reduce cognitive overload. The product was validated through a panel of experts composed of UFPA staff members with experience in training and a professor specialized in instructional design, who participated in an in-person session to explore the microcourse and recorded their assessments in a structured form. The data were organized into thematic dimensions that included coherence with the original course, micromodule structure, relevance of the materials, the WhatsApp learning environment, navigability, interaction with the chatbot, and potential for institutional adoption. The results showed a positive perception regarding the adaptation of the content into the microformat, highlighting the instructional design of the materials and the clarity of the objectives, although limitations were noted concerning the complete independence of the modules due to the adaptation of a pre-existing course. It is concluded that the microcourse constitutes a viable alternative to promote self-management in the university context, with future expansion recommended through direct experimentation with the target audience of faculty deans.