Palavras-chave
Identidade social
Educação profissional superior
Reforma educacional
Inteligência de políticas públicas
Inteligência responsiva ao mercado
Viés cultural
Yunnan
Como Citar
Resumo
Objetivo: Este estudo examina como a Inteligência Competitiva está associada à identidade social na educação profissional superior durante o processo de reforma educacional em Yunnan, China. O estudo aborda o uso limitado de medidas diretas de Inteligência Competitiva nas pesquisas educacionais e a escassez de evidências sobre como a inteligência institucional se torna relevante para a formação da identidade.
Metodologia/Abordagem: Foi adotado um desenho de métodos mistos sequencial explicativo, utilizando 387 questionários válidos respondidos por estudantes de cinco instituições de educação profissional superior, 30 questionários de educadores, 50 avaliações de empregadores e 19 entrevistas em profundidade com educadores e empregadores. A capacidade de Inteligência Competitiva foi operacionalizada por meio de um Índice de Capacidade de Inteligência Competitiva (CICI) formativo, composto por seis itens que abrangem inteligência de políticas públicas e inteligência responsiva ao mercado. A identidade social contemplou autoaceitação, sentimento de pertencimento e valor social percebido. Foram integradas análises de regressão, moderação, ANOVA e análise temática.
Originalidade/Relevância: O estudo aborda o uso limitado de medidas diretas de Inteligência Competitiva nas pesquisas educacionais e a ausência de evidências suficientes sobre como a inteligência institucional se torna relevante para a identidade. As instituições de educação profissional devem integrar a interpretação de políticas, a inteligência proveniente dos empregadores, a revisão curricular, a aprendizagem prática e o monitoramento do estigma em um único ciclo de inteligência com responsabilidades claramente definidas.
Principais Resultados: A média do CICI foi de 3,02 em uma escala de cinco pontos. A inteligência de políticas públicas (β = 0,33; p < 0,01) e a inteligência responsiva ao mercado (β = 0,31; p < 0,01) apresentaram associação positiva com a identidade social, enquanto o viés cultural apresentou associação negativa com a identidade (β = −0,27; p < 0,01). O viés cultural enfraqueceu tanto a relação entre inteligência de políticas públicas e identidade social (β = −0,18; p < 0,05) quanto a relação entre inteligência responsiva ao mercado e identidade social (β = −0,16; p < 0,05). As entrevistas atribuíram esses padrões à conversão desigual de recursos, à comunicação deficiente das políticas, à defasagem curricular, à limitada troca de conhecimentos entre instituições de ensino e empresas e ao viés de recrutamento baseado em credenciais.
Contribuições Teóricas/Metodológicas: O estudo propõe uma operacionalização formativa da capacidade de Inteligência Competitiva específica para o contexto educacional e demonstra que a inteligência se torna relevante para a identidade por meio de respostas institucionais visíveis.
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