Researchers from the AdmEthics Group publish an article on teaching of ethics in public administration courses

Doctoral student Laís S. Santos, Prof. Mauricio C. Serafim and Prof. Marcelo B. Zappellini, from ESAG and researchers from the AdmEthics Group and NISP, in partnership with Professors Silvia Maria K. C. Zappellini and Martha K. Borges, published the article “Teaching of ethics in public administration courses: An analysis from Pedagogical Projects of Course and the National Curricular Guidelines” in the “Education Policy Analysis Archives” journal.

In view of the inclusion of ethics teaching as a basic disciplinary content and indispensable to student formation in the National Curricular Guidelines (DCN) of the undergraduate course in Public Administration, the authors had an interest in knowing how their teaching is worked and assists in the formation of undergraduate courses in Public Administration in Brazil. For that, they carried out a documentary research in Pedagogical Projects of Courses (PPC) of the “Public Field”, as the courses that make up this field are being called.

The discussion on ethics teaching meets one of the lines of research of the NISP, called “Ethics, epistemology and sociology of science in Public Administration”, whose objective is “to understand the processes of facing ethical and moral dilemmas by public managers”. In addition, the article is part of a series of papers and projects developed by the AdmEthics Group on how the study of moral dilemmas can contribute to the debate about rationality in the management of public organizations.

The full article is available on the open Access journal link:

Researchers have papers approved at ENANPAD 2017

Two researchers from our research project had papers approved at the XLI Meeting of ANPAD – EnANPAD 2017, held in São Paulo / SP, starting on 1st October, ending on 4th.

Here are the summaries of approved articles:

Teaching of Ethics in Courses of  Public sphere: an analysis from Pedagogical Projects of Course and National Curricular Guidelines

Abstract: The National Curricular Guidelines (NCG) of the undergraduate course in Public Administration bring the discussion of teaching of ethics as basic disciplinary content essential to the egress profile. Based on theoretical and practical reflections on the relationship between ethics and Public Administration and the existence of specific NCGs that highlight the ethical aspect, the curiosity arose in knowing how its teaching has been applied in the professional formation of undergraduate students in Public Administration in Brazil. For this purpose, a research and documentary analysis was carried out in the Pedagogical Projects of Courses (PPC) of the Public Sphere, since they are those guided by the Public Administration NCG and, previously, by the Management NCG. Based on three criteria for the selection of courses, 15 PPCs were included for study. The courses of the Public Sphere, having the republican and democratic ethos as guiding principle, should reproduce this fundamental principle in all teaching-learning processes and this was observed in the analysis of the PPCs, through three categories of analysis: matrix curricula, subjects’ syllabus and egress profile. It has been verified that in most projects there is a search for the insertion of the discussion, action and ethical, critical and reflexive attitude during the course and in the professional practice. However, although these themes are present in most PPCs, there seems to be a long way to go for the actual integration of the ethics discussion in the courses of Administration.

Keywords: ethics, teaching, public administration, Pedagogical Course Project, National Curricular Guidelines.

Authors: Laís Silveira Santos, Mauricio Custódio Serafim, Marcello Beckert Zappellini, Silvia Maria Knabben Corrêa Zappellini e Martha Kaschny Borges.

The Phronesis Study in Organizations: A Systematic Review

Abstract: In the face of dilemmas and various ethical issues involved in organizational reality, the study of moral virtues has been showing significant growth in the field of Administration. Associated with ethical virtues, phronesis is the intellectual virtue that cooperates and by which the other virtues are strengthened. Translated as prudence or practical wisdom, phronesis has been reinterpreted at different moments of philosophical thought and has now been revisited by various areas of knowledge. Due to its different interpretations associated with the ethics of virtues, rationality, social sciences and hermeneutics, organizational and management studies have been welcoming different concepts of it, intertwining theoretical approaches and frameworks. The purpose of this systematic review is to investigate how the concept of phronesis has been discussed and related to organizational and administrative studies. A systematic search was made for articles in the bases Scopus, Ebsco and Web of Science. The analysis of 53 selected articles reveals the authors and main definitions attributed to phronesis, the most referenced authors and the main themes of research found: (1) rationality, decision, judgment, intuition and morality; (2) professions, experience, character and context; (3) practices, leadership, strategy, expertise and team-manager relationship; (4) organizational knowledge and learning; (5) methodology based on phronesis and (6) governance, discourse and communication. New empirical investigations could deepen the knowledge of these subjects, especially on “rationality, decision, judgment, intuition”, for which few empirical works were found.

Key words: phronesis, prudence, organizational studies, moral virtues.

 Authors: Maria Clara Ames, Maurício C. Serafim e Marcelo Zappellini.


Meeting july 12th, 2017


The group members submitted two articles to the EnANPAD academic event and were approved:

  • Teaching ethics in the Field of Public Administration, Mauricio, Marcelo, Silvia and Martha.
  • The Phronesis Study in Organizations: A Systematic Review, by Clara, Mauricio and Marcelo.

The idea of seeking to publish articles in international journals A1 / A2 was discussed and encouraged.

 Discussion about Reason – Part II

References: Marias, J. Introdução à Filosofia. São Paulo: Livraria Duas Cidades, 1995. Capítulo 5: A Razão.

We continue to reflect on the text “The Reason” and conclude the debate on it. Topics covered today were:

  • This book approaches philosophy in a more authentic way than is often found in academia today. Jacques Maritain’s book ‘Introduction to Philosophy’, which is often used in Brazilian Higher Education, deals with materialism and idealism within the worldview of classical philosophy, similar to that of Marias.
  • Modern philosophy does not talk about scholasticism; It did not integrate Greek and medieval knowledge, that is, there was no overcoming, as Scholasticism tried to do, adding Christian and Greek philosophy.
  • The concept of experience is more comprehensive than sensitive experience. It refers to the experience of life, something that happens in the everyday, and is not restricted to the world of ideas. Experience has its place in reality: “all that I encounter and as I encounter.” It is, in short, what is captured by common sense, what we see.
  • The past reality and the possible reality (horizons of possibilities): relation with P theory and N theory of Guerreiro Ramos.
  • Augustine and the idea of ​​”I”: biographical experience, of life.
  • Descartes philosophizes from an abstraction that does not originate in his own life, in his own self: denial of his life.
  • To live an illusion is to live as an animal, that is, to react to environmental stimuli; This refers to behaviorism, behavioral syndrome and Guerreiro Ramos.
  • Definition of reason: to grasp reality, to understand reality and to insert itself in reality, considering reality as what we see.
  • The nexus or link between reality as context, as well as the possession of oneself (being in itself) and of reality (of what is understood) must be considered.
  • Understanding means “catching”, grasping with the mind (grasping).
  • Truth, reason and method: reason as an instrument of truth.
  • Reason is the way of living the life that the person intends to live, it is the way to connect with reality.
  • Being lucid, therefore, amounts to having a clear life project.
  • The lucid / full ratio, in the context of substantive rationality and instrumental rationality.
  • Concept is a way of apprehending reality.
  • “Reason is human life”.
  • Plurality of reason.
  • Man needs to be rational, that is, to find his essence; Man can be rational.
  • Noos is the mental possession of reality.
  • Logos means joining parts of reality to make sense: giving the reason (logos) of what you see (noos).
  • Noetic vision is fullness in the logos.
  • Dialectics represents the movement of logos. It can only be grasped through dialogue.
  • To make a moral decision requires memory and imagination.
  • Let’s remember the Latin terms: mens, intellectus and ratio. To seek reason means to live fully from these three dimensions.
  • Discussion about belief.
  • The idea of ​​reason is Western and is related to ordering, harmony.
  • The “functional” theme is philosophical. It acquires meaning when circumstantial, that is, when observed in the circumstances of life.
  • Substantial reason transcends circumstantial reality and seeks signification.
  • Being historical does not mean that there is no lasting thing (the present moment is the same as eternity, that of “living the present”).
  • Despite the course of history, the reason has not changed.
  • The steps of the vital reason (method) allow to make an association to the parenthetic attitude (method for parenthetical and phenomenological attitude).

Meeting june 21st, 2017

Discussion about Reason – Part I

Reference: Marias, J. Introdução à Filosofia. São Paulo: Livraria Duas Cidades, 1995. Capítulo 5: A Razão.

We began the discussion of the text “Reason”. The group addressed the following topics:

  • Fallacies: suppression of the final cause, polylogism (term coined by von Mises) and nominalism.
  • Etymology of the word understand: grasp, grasp with the mind the reality.
  • Indication of considering a conception of worldview, based on the perspectives and theoretical framework of the group, as an alternative to the paradigm conception.
  • The noos, the logos and their connection.
  • Apprehension of reality as it is.
  • Instrumental and substantive rationality.