Government schools in public management: paths from corporate education to municipal digital transformation

Authors

DOI:

https://doi.org/10.5007/2175-8077.2025.e103229

Keywords:

Government Schools, Digital Transformation, Public Administration, Corporate Education, University Administration

Abstract

Context and Objective: This article addresses Schools of Government in Public Administration, analyzing their impacts from the perspective of education for sustainable digital transformation. It examines how the fundamental constructs of this field interact with corporate education for digital transformation in municipalities, highlighting challenges and proposing strategic paths.

Methodology: The research uses a methodological approach based on the hypothetical-deductive method that combines bibliographic review and administrative analysis to understand the initial implications of digital transformation in governmental educational institutions for civil servants.

Originality: The importance of these themes lies in the theoretical-practical depth carried out based on a reality that is still little explored in Public Administration.

Results and Contributions: Finally, there is a critical evaluation of the theme and concluding remarks, offering reflections and suggesting new research proposals.

Author Biographies

Carlos Alberto Kalinovski Hoffmann, Universidade Federal de Santa Catarina

Master's Degree in University Administration (PPGAU/UFSC). Specialist in Educational Management, Public Organization Management in Health and Municipal Public Management (UFSM), among others. Bachelor of Law (CESUSC), Technologist in Public Management (UNIMES), Professor (UNISC), Administrator and Systems Analyst (PUCRS). Analyst in Administration at the Public Ministry of Santa Catarina (MPSC). E-mail: professor@carloshoffmann.com.br.

Rogério da Silva Nunes, Universidade Federal de Santa Catarina

He holds a degree in Public Administration and Business Administration from the Federal University of Rio Grande do Sul (1986), a Master's degree in Administration from the Federal University of Rio Grande do Sul (1992) and a PhD in Administration from the University of São Paulo (1998). He has worked as a professor, researcher and in administrative positions at the Federal University of Santa Maria (UFSM), Álvares Penteado University Center (FECAP), Integrated Colleges of São Paulo (FISP), University Center of the United Metropolitan Colleges (UNIFMU) and Nove de Julho University (UNINOVE). He is the former president of the Self-Assessment Committee (CPA) of the Federal University of Santa Maria (1998 to 2000) and was an Institutional Evaluator for INEP-MEC (2002-2006). From 2013 to 2016, he coordinated the area of ​​Entrepreneurship and Corporate Governance (EGC) and the area of ​​Entrepreneurship, Innovation and Startups (2017-2018) at the Meeting of the National Association of Undergraduate Courses in Administration (ENANGRAD). He is an Associate Professor at the Federal University of Santa Catarina (UFSC), where he was Deputy Head of the Department of Administrative Sciences (2010), Coordinator of the Undergraduate Course in Administration, in-person and distance modalities (2010-2016), Deputy Secretary of Distance Education, Coordinator UAB-UFSC (2016-2017) and Coordinator of the Research Line Evaluation Systems and Academic Management of the Professional Master's Program in University Administration (2016-2018). He worked as a professor in the Postgraduate Programs in Production Engineering at UFSM, Professional Master's in Administration at UNINOVE, Master's in Administration at FECAP, working mainly on topics related to Strategy, Production Management, Materials Management, Logistics, Quality and Evaluation of Higher Education.

Pedro Antônio de Melo, Universidade Federal de Santa Catarina

PhD in Production and Systems Engineering from the Federal University of Santa Catarina (UFSC). Post-doctorate in Higher Education from the International Institute for Higher Education in Latin America and the Caribbean (IESALC) of UNESCO. Doctor Honoris Causa from the Honorable Academia Mundial de Educación (2012). Professor at the Federal University of Santa Catarina (UFSC), working in undergraduate and graduate programs in Administration (PPGAdm) and University Administration (PPGAU). Director of the Institute of Research and Studies in University Administration (INPEAU). Researcher in the subject of University Management/Administration.

References

Abramova, I. E., & Shishmolina, E. P. (2021). Adaptation of non-linguistic students to online foreign language learning. Perspectives of Science and Education, 51(3), 188-198. https://doi.org/10.32744/pse.2021.3.13

Agarwal, R., Gao, G., DesRoches, C., & Jha, A. K. (2010). The digital transformation of healthcare: Current status and the road ahead. Information Systems Research, 21(4), 796-809. https://doi.org/10.1287/isre.1100.0327

Ahmadjian, C. L. (2008). Criação do conhecimento interorganizacional: conhecimento e redes. In H. Takeuchi & I. Nonaka (Eds.), Gestão do conhecimento (pp. 201-216). Porto Alegre: Bookman.

Alperstedt, C. (2001). Universidades Corporativas: Discussão e Proposta de uma Definição. RAC, 5*(3), 149-165.

Andrade, A. M. (2021). Escolas de governo e seu papel no aperfeiçoamento do desempenho dos servidores públicos. RECIMA21 - Revista Científica Multidisciplinar, 2(5), e25350.

Barkalov, S., Averina, T., & Avdeeva, E. (2021). Opportunities of digital education for sustainable development of society. In International Conference on Technology Enhanced Learning in Higher Education (pp. 17-19). Lipetsk. https://doi.org/10.1109/TELE52840.2021.9482550

Bittencourt, C. M. S. (2017). Transparência, Controle Social e Accountability. In Encontro da Associação Nacional de Pós-Graduação e Pesquisa em Administração, 41. São Paulo: ANPAD.

Branco, A. R. (2006). O Perfil das Universidades Corporativas no Brasil. RAM – Revista de Administração Mackenzie, 7(4), 99-120.

Brasil. (2016). Constituição da República Federativa do Brasil de 1988. Brasília, DF: Presidência da República. Disponível em: http://www.planalto.gov.br/ccivil_03/constituicao/constituicao.htm. Acesso em: 24 mai. 2024.

Brasil. (2006). Decreto nº 5.707, de 23 de fevereiro de 2006. Institui a Política e as Diretrizes para o Desenvolvimento de Pessoal da administração pública federal direta, autárquica e fundacional, e regulamenta dispositivos da Lei no 8.112, de 11 de dezembro de 1990. Disponível em: http://www.planalto.gov.br/ccivil_03/_ato2004-2006/2006/decreto/d5707.htm. Acesso em: 17 set. 2024.

Brasil. (2018). Lei nº 13.709, de 14 de agosto de 2018. Lei Geral de Proteção de Dados Pessoais (LGPD). Brasília, DF. Disponível em: https://www.planalto.gov.br/ccivil_03/_ato2015-2018/2018/lei/L13709compilado.htm. Acesso em: 19 mai. 2023.

Brasil. Ministério da Educação. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. Diretoria de Avaliação da Educação Superior – DAES. (2015). Nota técnica DAES/INEP nº 28/2015. Brasília, DF. Disponível em: https://download.inep.gov.br/educacao_superior/escolas_de_governo/2015/nota_tecnica/nota_tecnica_028_esclarecimentos_escolas_de_governo.pdf. Acesso em: 24 mai. 2024.

Brown, J., Broderick, A. J., & Lee, N. (2007). Word of mouth communication within online communities: Conceptualizing the online social network. Journal of Interactive Marketing, 21(3), 2-20.

Carvalho, R. B., Reis, A. M. P., Larieira, C. L. C., & Pinochet, L. H. C. (2021). Transformação digital: desafios na formação de um constructo e cenários para uma agenda de pesquisa. Revista de Administração Mackenzie, 22(6), 1-15. https://doi.org/10.1590/1678-6971/eRAMD210400

Castells, M. (1996). A sociedade em rede (6th ed.). São Paulo: Paz e Terra.

Castells, M. (2003). Internet e sociedade em rede. In D. Moraes (Ed.), Por uma outra comunicação: mídia, mundialização cultural e poder (pp. 255-287). Rio de Janeiro: Record.

Castro-Bedriñana, J., Chirinos-Peinado, D., & Castro-Chirinos, G. (2022). Emergency remote education satisfaction during COVID-19 at a public university in Central Andes, Peru with low resources and little online teaching experience. Educational Sciences: Theory & Practice, 22(1), 46-61.

Evaristo, J. L. de S., Santos, A. C. B. dos, Aguiar, R. G., Sousa, J. C. de, & Franco, A. F. M. (2019). Escolas de governo e seu papel estruturante na formação de servidores em tempos de nova Gestão Pública: relatos de experiências no Nordeste brasileiro. Revista do Serviço Público, 70(Especial), 107-131. Disponível em: https://revista.enap.gov.br/index.php/RSP/article/view/1488/2317. Acesso em: 13 abr. 2020.

Faria, D. C., & Nunes, S. G. da C. (2020). A docência na educação a Distância. Humanidades e Inovação, 7(8), 258-269. Disponível em: https://revista.unitins.br/index.php/humanidadeseinovacao/article/view/2172. Acesso em: 09 jul. 2023.

Galvis, Á. H., & Carvajal, D. (2022). Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation. International Journal of Educational Technology in Higher Education, 19(1), 1-31. https://doi.org/10.1186/s41239-022-00325-x

Gil, A. C. (2002) Como elaborar projetos de pesquisa. 4ª ed. São Paulo: Atlas.

Hoffmann, C. A. K. (2014). Redes sociais online e a gestão do conhecimento: Conhecimento atual e direções futuras. Revista de Gestão do Conhecimento, 8(2), 55-65. https://revistagc.com.br/ojs/index.php/rgc/article/download/66/70

Imbernón, F. (2010). Formação docente e profissional: formar-se para a mudança e a incerteza (7th ed.). São Paulo: Cortez.

Jost, N. S., Jossen, S. L., Rothen, N., & Martarelli, C. S. (2021). The advantage of distributed practice in a blended learning setting. Education and Information Technologies, 26(3), 3097-3113. https://doi.org/10.1007/s10639-020-10424-9

Kimball, L., & Rheingold, H. (2024). How online social networks benefits organizations. Disponível em: http://www.rheingold.com/Associates/onlinenetworks.html. Acesso em: 24 set. 2024.

Kotter, J. P. (1996). Liderando mudança. Rio de Janeiro: Elsevier.

Kuhn, S., Huettl, F., Deutsch, K. L., Kirchgässner, E., Huber, T., & Kneist, W. (2021). Surgical education in the digital age-virtual reality, augmented reality and robotics in the medical school. Zentralblatt fur Chirurgie, 146(1), 37-43. https://doi.org/10.1055/a-1265-7259

Lévy, P. (1999). Cibercultura. São Paulo: 34.

Moreira, S. P. T., Souza, W. G., Moreira, A. M., & Portugal Junior, P. S. (2018). Ética: implicações na educação a distância. EaD em Foco, 8(1). Disponível em: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/716. Acesso em: 05/09/2024

Nass, O., Skuliabina, O., Kamalova, G., & Nass, S. (2021). Models Self-Blend and A LA CARTE as a promising direction for the transformation of higher education. In International Conference on Electronics Computer and Computation, 16 (pp. 1-4). Kaskelen. https://doi.org/10.1109/ICECCO53203.2021.9663799

Neves, J. L. (1996). Pesquisa Qualitativa – Características, Usos e Possibilidades. Caderno de Pesquisas em Administração, 1(3), 1-5.

Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press.

Nonaka, I., & Konno, N. (1998). The concept of ‘ba’: building a foundation for knowledge creation. California Management Review, 40(3), 40-54.

Oliveira, C. de. (2015). TIC’S na educação: a utilização das tecnologias da informação e comunicação na aprendizagem do aluno. Pedagogia em ação, 7(1).

Oliveira, E. F. de. (2019). Ensino de Geografia e Educação 4.0: caminhos e desafios na era da inovação. Revista Amazônica sobre Ensino de Geografia, 1(01).

Pacheco, R. S. (2020). Escolas de governo: tendências e desafios – ENAP-Brasil em perspectiva comparada. Revista do Serviço Público, 51(2), 35-53.

Pagani, M., & Pardo, C. (2017). The impact of digital technology on relationships in a business network. Industrial Marketing Management, 67, 185-192.

Park, H. W., & Thelwall, M. (2008). Link analysis: Hyperlink patterns and social structure on politicians’ web sites in South Korea. Quality and Quantity, 42(5), 687–697. Springer.

Recuero, R. (2009). Redes Sociais na Internet. Porto Alegre: Sulina.

Rheingold, H. (1996). A comunidade virtual. Lisboa: Gradiva.

Rodrigues, P. L. A., Tolentino, R. de S. da S., & Souza, A. D. de. (2024). O papel das plataformas de ensino na transformação digital da educação. EDUCTE: Revista Científica do Instituto Federal de Alagoas, 15, 37-50.

Röhle, A., Horneff, H., & Willemer, M. C. (2021). Practical teaching in undergraduate human and dental medical training during the COVID-19 crisis. Report on the COVID-19-related transformation of peer based teaching in the Skills Lab using an Inverted Classroom Model. GMS Journal for Medical Education, 38(1), Doc2. https://doi.org/10.3205/zma001398

Sebastian, I. M., Ross, J. W., Beath, C., Mocker, M., Moloney, K. G., & Fonstad, N. O. (2017). How big old companies navigate digital transformation. MIS Quarterly Executive, 16(3), 197-213. Disponível em: https://core.ac.uk/download/pdf/132606601.pdf. Acesso em: 03.09.2024.

Senge, P. M. (1990). A quinta disciplina: Arte e prática da organização que aprende (8th ed.). Rio de Janeiro: Best Seller.

Singh, U. G., Watson, R., & Nair, C. S. (2022). Across continents: A comparison of African and Australian academics’ online preparedness. Perspectives in Education, 40(1), 39-61.

Subramaniam, M. (2021). The 4 tiers of digital transformation. Harvard Business Review. Disponível em: https://hbr.org/2021/09/the-4-tiers-of-digital-transformation. Acesso em: 03.09.2024.

Tick, A., & Beke, J. (2021). ICT-supported learning: Concepts going viral. In International Symposium on Applied Computational Intelligence and Informatics, 15 (pp. 45-50). Timisoara.

Verhoef, P. C., Broekhuizen, T., Bart, Y., Bhattacharya, A., Dong, J. Q., Fabian, N., & Haenlein, M. (2021). Digital transformation: A multidisciplinary reflection and research agenda. Journal of Business Research, 122, 889-901.

Vial, G. (2019). Understanding digital transformation: A review and a research agenda. Journal of Strategic Information Systems, 28(2), 118-144. https://doi.org/10.1016/j.jsis.2019.01.003

Wang, W., Lu, X., Huang, B., Qian, W., Jin, C., Pu, P., Hu, W., Liu, Y., Zhou, A., & Zhou, X. (2021). Constructing and teaching with a data-driven learning platform. In International Conference on Engineering, Technology & Education (pp. 1-8). Wuhan. https://doi.org/10.1109/TALE52509.2021.9678666

World Economic Forum. (2020). Schools of the future: Defining new models of education for the Fourth Industrial Revolution. Switzerland.

Wellman, B. (1997). An electronic group is virtually a social network. In S. Kiesler (Ed.), Culture of internet (pp. 179-205). Hilsdale: Lawrence Erlbaum.

Downloads

Published

2025-12-31

How to Cite

Hoffmann, C. A. K., Nunes, R. da S., & Melo, P. A. de. (2025). Government schools in public management: paths from corporate education to municipal digital transformation. Revista De Ciências Da Administração, 2(Especial), 1–21. https://doi.org/10.5007/2175-8077.2025.e103229

Issue

Vol. 2 No. Especial (2025): Summit Cities - 2023/2024

Section

Articles

License

Copyright (c) 2026 Carlos Alberto Kalinovski Hoffmann, Rogério da Silva Nunes, Pedro Antônio de Melo

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The author must ensure:

  • that there is complete consensus among all co-authors to approve the final version of the paper and its submission for publication.
  • that their work is original, and if the work and/or words of others have been used, these have been duly acknowledged.

Plagiarism in all its forms constitutes unethical publishing behavior and is unacceptable. RCA reserves the right to use software or any other methods of plagiarism detection.

All submissions received for evaluation in the RCA journal are screened for plagiarism and self-plagiarism. Plagiarism identified in manuscripts during the evaluation process will result in the submission being archived. In the event of plagiarism being identified in a manuscript published in the journal, the Editor-in-Chief will conduct a preliminary investigation and, if necessary, retract it.

Authors grant RCA exclusive rights of first publication, with the work simultaneously licensed under the Creative Commons (CC BY) 4.0 International License.

Authors are authorized to enter into separate, additional contractual arrangements for the non-exclusive distribution of the version of the work published in this journal (e.g., publishing in an institutional repository, on a personal website, publishing a translation, or as a chapter in a book), with an acknowledgement of its authorship and initial publication in this journal.

This license grants any user the right to:

Share – copy, download, print, or redistribute the material in any medium or format.

Adapt – remix, transform, and build upon the material for any purpose, even commercially.

According to the following terms:

Attribution – You must give appropriate credit (cite and reference), provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

No additional restrictions – You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Similar Articles

<< < 1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)

1 2 > >>