Training and Development Proposal for Professionals of a Social Project

Aline Ribeiro de Araújo; Vagner Ferreira

DOI: 10.22167/2675-6528-202602635

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

The scarcity of resources and the need for qualified professionals represent significant challenges for the sustainability and social impact of the third sector. In this context, the study analyzed the levels of training, knowledge, and needs of professionals in a social project, located in the interior of São Paulo, with the objective of proposing training actions aimed at their development. The methodology adopted a qualitative approach, characterized as a case study in an entity that develops a social project, combined with participatory research. Data collection instruments included bibliographic research, direct observation, documentary research, secondary data survey, meeting reports, and questionnaire application. The results indicated the existence of gaps related to training, organizational communication, standardization of activities, and resource limitation, highlighting the need for continuous professional development to optimize their functions. The implementation of a structured training program can significantly contribute to the improvement of performance and the quality of activities developed in the analyzed context, strengthening people management and operational effectiveness.

Keywords: Training; People Management; Social project; Third sector; Training and development.

1. Introduction

The third sector has stood out in Brazil for its performance in relevant social demands, especially in serving vulnerable populations. However, this segment faces significant structural challenges, particularly regarding resource scarcity and professional qualification. Recent data from “Business Moment” (Caballero, 2024) indicate that 86% of organizations face financial difficulties, while 59% point to the lack of specialized labor as one of the main challenges, highlighting the need for management strengthening in this context.

In this scenario, this work received contributions from the scientific article “The third sector in Brazil: advances, setbacks, and challenges for social organizations”, published by Lucio (2024). This study provided a critical analysis of the absence of standardized human resource management models in the third sector, which the author classifies as a notable barrier to the efficiency of organizations. According to Lucio (2024), overcoming these weaknesses through professional training is a persistent but essential challenge to maximize the social impact of entities and ensure their sustainability in the face of growing demands for transparency and results.

Given this, people management and skills development become essential factors for improving organizational performance. As highlighted by Chiavenato (2021), training and development are fundamental for enhancing employees’ skills and competencies, contributing directly to the efficiency of organizations. Complementarily, Brandão (2022) emphasizes that this efficiency is only achieved when development is guided by mapping the competencies required for the role, eliminating technical gaps that can compromise the execution of the organizational strategy. Thus, investing in the continuous training of professionals proves to be indispensable, especially in contexts marked by structural and operational limitations.

The motivation for this study lies in the researcher’s experience in the Human Resources area, focusing on people development and identification of training needs. This experience, combined with her teaching role, allowed her to observe the dynamic adaptation of content to individual needs.

Participation in a social project linked to public administration in the interior of São Paulo, aimed at assisting children in vulnerable situations, provided direct support to the unit’s professionals. This experience allowed us to observe that, despite their commitment to the cause, many collaborators lacked structured training to enhance their activities. This finding underscored the need to investigate alternatives for developing competencies in this context.

This work aligns with the area of management and business, addressing themes related to people management, training and human development, and organizational management, with a focus on improving professional performance in social contexts. The study also fits into the field of social entrepreneurship.

This research is justified by its relevance, as it may contribute to the empowerment of professionals working in the third sector, not only in the analyzed context but also in other institutions with similar characteristics, considering that recent studies point to the scarcity of adequate training in this segment.

Given this context, the problem-question that guides this study is: what are the biggest difficulties that professionals working in a social project, within the third sector, face in performing their activities, in order to propose training actions for their qualification and development? The objective of this work was to analyze the levels of training, knowledge, and needs of professionals in a social project, located in the interior of São Paulo, in order to propose training actions aimed at their development.

2. Material and Methods

The present research was characterized, in terms of its objectives, as descriptive, seeking to understand and describe the characteristics of the investigated context and the perceptions of the professionals working in a social project. According to Gil (2019), descriptive research aims to describe phenomena and characteristics of certain groups, contributing to the understanding of the observed social aspects. Regarding the approach, qualitative research was adopted, considering that the investigation was based on the analysis of participants’ perceptions, behaviors, and experiences, according to Minayo (2021).

The qualitative approach proved adequate for this study, as it allowed for the analysis of professionals’ experiences, identification of their main difficulties, and understanding of the demands related to training and development in the workplace. Furthermore, the research has an applied character, as it sought to propose practical solutions for the identified demands, aligning with the objective of analyzing the professionals’ levels of training, knowledge, and needs to propose training actions.

Regarding the research strategy, the study was characterized as a case study, developed in a specific social project, allowing for an in-depth analysis of a particular reality. According to Yin (2021), the case study allows for the investigation of contemporary phenomena in their real context, especially when the boundaries between the phenomenon and the context are not clearly defined. Complementarily, the study combined the participant research approach, considering the researcher’s direct involvement in the investigated context.

The study was conducted in a public social project, located in the interior of the state of São Paulo, aimed at assisting children aged six to thirteen in situations of social vulnerability. The team responsible for the activities is composed of a coordinator, educators, and interns. Five professionals, including educators, a cook, and the coordination team, directly participated in the research and were the respondents of the questionnaire.

The researcher’s involvement in the social project took place over approximately ten months, between May and December 2025. During this period, the researcher monitored the activities developed, mediated situations with the children, guided the professionals on conducting practices, and participated in meetings and planning sessions. This practical experience, according to Thiollent (2022), allowed for interaction between the researcher and participants, contributing to the understanding of reality and the collection of relevant information about the organization of activities, communication, and team performance.

As instruments for data collection, bibliographic research, participant observation, documentary research, secondary data survey, discussion groups with professionals, and the application of a questionnaire were used. The design of these instruments was carried out to encompass different perspectives on the training and development needs in the social project, aiming to meet the general objective of the study.

Initially, a literature review was conducted with the objective of theoretically grounding the study, addressing themes related to people management, training and development, the third sector, and professional qualification. As theoretical references, recent authors and studies that deal with the difficulties faced by third-sector organizations, especially regarding resource scarcity and lack of professional qualification, were used, such as Chiavenatto (2021), Lucio (2024), and Caballero (2024).

Next, documentary research and secondary data collection were carried out. This stage involved consulting specialized websites and publications, as well as analyzing daily service reports, team meeting minutes, and socio-educational records. The objective was to identify data and studies on the challenges faced by the third sector, especially regarding the lack of training and resources, complementing the understanding of the context and practices developed in the social project.

An “on-line” questionnaire was also applied, through the Google Forms platform, containing open and closed questions. The instrument was directed to the five tenured professionals on the project team, remaining available for 24 hours on April 1, 2026. The questions were elaborated based on Chiavenato’s (2021) strategic vision, which integrates technology and humanization in L&D processes, and on data from the Panorama das ONGs (IDIS, 2026), which highlights people management and culture as fundamental pillars for the effectiveness of civil society organizations.

Additionally, “brainstorming” sessions were conducted with the same professionals who participated in the questionnaire. These sessions took place on three specific dates: July 16, September 17, and November 12, 2025. The discussions were held both individually and collectively, such as in meetings and during recreation periods, with the aim of deepening the understanding of the professionals’ experiences, their difficulties in performing their activities, and their perceptions regarding training and the work environment.

It is emphasized that no participant was identified, ensuring the anonymity and confidentiality of the collected information. No personal questions were asked that could pose any type of risk to the participants. As stipulated in Article 1 of CNS Resolution No. 510, of April 2016, this research was not submitted for review by the Research Ethics Committee (CEP), as it does not involve participant identification and is a study focused on deepening situations related to professional practice. The research was conducted with the approval of the project coordination.

The data obtained through observation and documentary research were analyzed descriptively, contributing to the understanding of the organizational context and the practices developed. The questionnaire responses were organized and tabulated, and the open-ended questions were analyzed descriptively, seeking to identify patterns, perceptions, and needs of the participants. The “brainstorming” responses were analyzed based on the interpretation of the statements, allowing the identification of relevant aspects related to the difficulties faced in performing activities, as well as the demands for training and improvement in the work environment. The results from the data survey were compared and discussed with the bibliography used, allowing the empirical evidence to be related to the theoretical concepts addressed in the study.

For the development of the proposed action plans, the 5W2H management tool was used. This instrument, according to Daychoum (2020), consists of a planning method that assists in the clear and objective definition of actions to be executed, by answering seven fundamental questions. The application of 5W2H allowed for the systematization of intervention proposals, making them clearer, more feasible, and aligned with the needs identified by the data analysis, contributing to the construction of action plans focused on professional training, activity organization, and improvement of communication in the workplace.

3. Results and Discussion

The data analysis revealed a complex panorama of professional development needs in a social project located in the interior of São Paulo, highlighting multifaceted challenges that directly impact the effectiveness of activities and the sustainability of the initiative. The findings, obtained through participant observation, documentary research, secondary data collection, brainstorming sessions, and questionnaires, converged to identify significant gaps in training, organizational communication, process standardization, and resource management. Such results provide a solid basis for proposing training and development actions, aligned with the central objective of this study to improve professional performance and, consequently, the social impact of the project.

Results from the observation – characterization of the singular research object: the social project

Participant observation, conducted between May and December 2025, allowed for deep immersion in the dynamics of the social project, which serves approximately one hundred children in situations of social vulnerability, aged between six and thirteen years. The team, composed of a coordinator, three educators, a cook, and support interns, demonstrated clarity in their individual roles. However, the absence of standardization in task execution was notable, resulting in individual practices and hindering internal communication and decision-making. This finding highlights the importance of defining processes and organizing activities to ensure efficiency and consistency of results, as advocated by Drucker (2021).

Regarding the planning of activities, it was observed that, although organized periodically, the actions were frequently altered due to the limitation of material resources and insufficient infrastructure. This scarcity drove constant improvisation by the team, compromising the continuity of the proposed initiatives. Such a scenario underscores the relevance of resource management as an essential pillar of administration for achieving organizational objectives, a common challenge in the third sector, as pointed out by the literature. Adaptability, although present, does not replace the need for robust planning and adequate resources.

Failures in organizational communication were identified as a significant hindrance, especially in the flow of information between management and the operational team, particularly regarding changes in activities and institutional decisions. Chiavenato (2021) emphasizes that effective communication is one of the main factors for team integration, and its deficiency in the project generated misalignment and insecurity. Additionally, people management faced challenges in handling participant behavior, with recurring conflicts that required mediation skills not always present or systematically developed in the team.

The absence of structured training programs was an explicit limiting factor to professional performance. Although the organizational climate was predominantly positive and respectful, the lack of operational alignment and the need for greater integration reinforced the urgency of continuous development. Chiavenato (2021) highlights that training and development are crucial for the improvement of competencies and the increase of organizational efficiency. The observed data, therefore, evidenced that the main challenges lay in the lack of standardization, communication failures, resource limitations, and the pressing need for continuous professional development, confirming the relevance of the strategic role of the Human Resources area.

Results from documentary research and secondary data collection

The documentary research and the secondary data collection, which included the analysis of daily service reports, meeting minutes, and socio-educational records, corroborated that the third sector faces structural challenges that transcend individual units. Data from Caballero (2024) indicate that 86% of organizations in the sector face financial difficulties and 59% report a lack of qualified human resources. These national indicators reflect the reality of the analyzed project, where budgetary limitations directly impact the planning and continuity of actions, generating a cycle of improvisation and overload.

The sector’s fragility, evidenced by statistical data, manifests itself in the project’s daily operations through specific technical gaps. Professionals reported significant difficulties in managing participant behavior and mediating conflicts, in addition to pointing out flaws in the communication flow with families and a sense of helplessness in making operational decisions. These reports confirm that the lack of qualified personnel, highlighted in market surveys, translates into an overload generated by unpreparedness to deal with the social complexities of the target audience, directly affecting the quality of the service provided.

Regarding training, although there are records of isolated training sessions, the absence of a continuous and structured training policy limits the evolution of skills within the unit. Lucio (2024) points out that the lack of standardized management models is a notable barrier to the efficiency of social organizations. This scenario reinforces Chiavenato’s (2021) perspective on the strategic role of people development, where investment in human capital becomes an essential driver for the sustainability and quality of services provided, especially in contexts with limited resources such as the third sector.

The convergence between literature, secondary data, and team reports indicates that the challenges faced are not merely operational, but reflections of a pressing need for professionalization of management. The implementation of actions aimed at people development and the improvement of internal processes is fundamental to strengthening the strategic role of the Human Resources area in the third sector. This professionalization is crucial for the project to maximize its social impact and ensure its sustainability in the face of increasing demands for transparency and results, as discussed by Lucio (2024).

Results from “Brainstorming”

The brainstorming sessions, held in July, September, and November 2025 with the coordination, educators, and interns, aimed to integrate the team in the search for solutions and identify development demands. During the dynamics, professionals expressed the desire to contribute more effectively, but reported feeling limited by the scarcity of resources and the lack of adequate technical tools to deal with daily challenges. This perception reinforces the need for interventions that not only fill knowledge gaps but also provide practical resources and applicable strategies.

In the field of technical skills, the team suggested the implementation of specific training on behavioral management of children and first aid knowledge. Furthermore, the collaborators proposed the development of strategies for organizing materials, aiming not only for order but also for the preservation and extended lifespan of available items. These suggestions demonstrate a practical awareness of immediate needs and a desire to improve operational efficiency, which can be met through targeted and applicable daily context training.

Regarding internal communication, the group suggested that complex situations be addressed and recorded immediately after they occur. This measure was proposed to mitigate risks of misinformation, communication failures, or forgetfulness, ensuring that management and operations speak the same language in the face of crises. The team also raised family disinterest as a critical point, reporting difficulties in contacting guardians, who frequently delay responses and show low participation in monitoring children’s behavior, which impacts the continuity of socio-educational work.

As Chiavenato (2021) highlights, identifying needs through active listening allows Training and Development (T&D) to act as an agent of change, transforming difficulties into a structured action plan that strengthens organizational engagement and efficiency. The contributions of brainstorming were essential in identifying team priorities and guiding the development of training proposals that truly meet their demands, promoting a sense of belonging and co-authorship in the proposed solutions.

Results from the questionnaire

Data collection via questionnaire was carried out with the entire operational team of the project, composed of five professionals: three caregiver/educator assistants, one coordinator, and one lunch lady. The results were organized into thematic categories to facilitate the understanding of management demands, providing a detailed view of the collaborators’ perceptions regarding their roles, training, challenges, and expectations in relation to professional development.

Profile (function) and assignments

The data revealed a multidisciplinary team, where assistants and coordination focus on the reception and development of children, while the cook plays a vital role in support and nutrition. This diversity of functions shows that any training action must promote alignment between the different areas, ensuring that everyone communicates in harmony and understands the interdependence of their activities. The integration of these functions is crucial for the cohesive functioning of the project and for the delivery of quality service to the children served.

Capacity building diagnosis and previous experiences

Heterogeneity was identified in the team’s technical preparation. While some professionals had prior training, others reported significant gaps, especially regarding current capacity to handle everyday crises. The training history indicated the absence of a continuous T&D flow, with previous experiences being sporadic and isolated. However, there was a clear consensus that training is the way to improve practices and reduce technical insecurity, demonstrating a genuine openness and desire for professional development.

Operational challenges and resource management

In this block, respondents were unanimous in pointing out that the limitation of material resources is the biggest obstacle. The scarcity of materials requires constant improvisation, which generates overload in the team and directly affects the quality of pedagogical and leisure activities. Furthermore, managing children’s discipline and behavior appeared as the most urgent technical challenge for educators, indicating a pressing need for specific training in this area to optimize the learning and coexistence environment.

Organizational Climate and Interpersonal Relationship

Despite structural and operational limitations, the organizational climate was considered positive by professionals, who highlighted respectful relationships. However, they pointed out that collaboration could be enhanced. This suggests that training should also focus on behavioral competencies to strengthen team integration, promoting a more cohesive and collaborative work environment, which, in turn, can positively impact communication and internal conflict resolution.

Training Planning and HR Role

This block defined the strategic guidelines for the intervention proposal, based on the direct preferences of the collaborators. The professionals indicated that the training should focus on behavioral and organizational competencies, with an emphasis on communication, organization, child development, and behavior management. The team also expects HR to act more closely and be oriented towards operational support, recognizing the importance of strategic support for the development of their activities.

One of the most significant findings of the research was the high level of team engagement, with all five respondents expressing interest in integrating professional development actions. This receptiveness is a positive indicator for management, as it shows that employees recognize their gaps and are open to continuous improvement. Such engagement is a facilitating factor for the implementation of any training program, as it indicates an intrinsic motivational basis for learning and change.

Regarding the content delivery format, most professionals preferred the in person format, valuing the exchange of experiences and direct contact. The hybrid model had low indication, while the fully online format was discarded by all respondents. This indicates that, for this group, learning should be conducted with more physical interaction between instructor and learners, which suggests the importance of participatory and practical methodologies for the success of the training.

The analysis of the data obtained through the questionnaires revealed a direct correlation between the lack of prior training and difficulties in conducting activities. Professionals who reported less technical preparation are the same ones who point out challenges in managing children’s behavior. This situation reflects the “skills gap” conceptualized by Brandão (2022), which occurs when the team’s abilities are below the job’s requirements. For the author, mapping these gaps is what allows training to be transformed into a strategic solution, reducing insecurity and operational inefficiency.

In the project in question, these gaps impact not only individual performance but the very quality of the social impact generated, reinforcing the urgency of a structured action plan. It was found that, despite a positive organizational climate, participants showed unanimity in their interest in in-person training, valuing the exchange of experiences to meet the identified communication and organization needs. This scenario reveals a strategic openness to professional development and an expectation for greater support from the Human Resources department, which is a favorable point for the implementation of the proposals.

Application of the management tool: 5W2H

Based on the results obtained in the diagnostic stages, three action plans were developed using the 5W2H tool, with the objective of proposing structured improvements for the main difficulties identified, ensuring that the solutions are viable and have defined responsibilities and deadlines. The 5W2H tool, according to Daychoum (2020), assists in the clear and objective definition of actions, facilitating execution and monitoring, and its application in this study allowed for the systematization of intervention proposals, making them clearer, more viable, and aligned with the identified needs.

Action plan 1 – Professional training

This action plan aims to develop a training program for the social project professionals, focused on addressing the lack of practical and in-depth training. The justification lies in the identification of a lack of skills, performance difficulties, and the need for professional development. The researcher, acting as a Human Resources professional, along with the project participants, will be responsible for its execution. The suggestion is that the training take place in the second semester of 2026, within the social project environment, at low cost, using internal resources and free tools. The method will involve needs assessment through observations, brainstorming, questionnaires, and data analysis, in addition to planning and conducting training sessions with theoretical and practical content.

Action plan 2 – Organization of activities

The second action plan proposes the implementation of organizational routines and the standardization of activities and records. The need arises from the lack of standardization, failures in records, and disorganization of materials, which directly impact the execution of activities. The project team, with the support of management and the Human Resources professional, will be responsible for this front. The suggested timeline foresees the start from the second semester of 2026, in the social project environment. Actions include defining routines, standardizing records, organizing materials, and guiding the team, with low cost, using resources already available at the institution.

Action plan 3 – Communication and management

The third action plan focuses on implementing actions to improve internal communication and alignment between management, staff, and families. Communication failures, lack of alignment in decisions, and difficulties in communicating with families justify this intervention. Project management, with the support of the Human Resources professional and, if possible, a psychologist, will be responsible. Actions should be continuous, with a suggested start from the second semester of 2026, within the social project environment, through periodic meetings, prior alignment of decisions, definition of communication channels, and staff guidance, also at low cost, using resources already available at the institution.

Definition of thematic training axes

Based on the prioritized problems, such as fragility in processes, communication failures, and the constant need for improvisation, the following themes were defined for the training program: interpersonal communication in the workplace, conflict management, engagement and activity conduction, task organization and planning, and development of socio-emotional skills at work. These axes were conceived to comprehensively address the identified gaps, promoting the development of both technical and behavioral skills essential for the social project context.

Complementarily, a training schedule structured in monthly modules was developed, with a workload of four hours for each module. Module 1, “Interpersonal communication with families”, scheduled for July 2026, aims to develop assertive communication, active listening, non-violent communication, and family approach, using dynamics, conversation simulations, and case studies. Module 2, “Conflict Management in the socio-educational environment”, in August 2026, will train participants in mediating conflicts between children, addressing types of conflicts, mediation, and intervention strategies, through real case studies and role-playing.

Module 3, “Engagement and conduction of activities”, in September 2026, seeks to increase children’s participation and interest, with playful strategies, age-group adaptation, and motivation, using practical dynamics and experience sharing. Module 4, “Organization and planning of activities”, in October 2026, aims to improve routine, records, and standardization, with bi-weekly planning, material organization, and activity control, through a practical workshop and routine model construction. Finally, Module 5, “Development of socio-emotional skills”, in November 2026, will focus on strengthening skills such as empathy, self-control, welcoming, and emotional intelligence, using conversation circles, guided reflection, and dynamics.

The proposed schedule functions as the operational arm of the three action plans, materializing the organizational and standardization guidelines of Plan 2 in Module 4, and supporting the communication and emotional intelligence goals described in Plan 3 in Modules 1 and 5. Thus, the training program ceases to be an isolated action and becomes the central axis of the unit’s professionalization, strategically integrating with identified needs. At the end of each stage, a reaction evaluation instrument will be applied to measure the applicability of the content, aligning with the model defended by Abbad (2022), who describes reaction evaluation as the first level of measuring training effectiveness.

This stage is fundamental to understanding employee perception and adjusting the process, ensuring that knowledge is subsequently transferred to professional practice. As a result of this intervention, improvements are expected in team integration, standardization of routines, and strengthening of the project’s social impact. It is important to emphasize that the action plans presented are propositive in nature and, due to time and academic schedule limitations, the training was not applied by the researcher during the field phase. However, the intention is for the institution to use this diagnosis to begin implementing the actions starting in July 2026, with this work serving as a methodological guide for such execution.

In summary, the research results show that the social project faces significant challenges related to training, communication, and resource management, which directly impact the performance of professionals and the quality of care. In-depth analysis of the team’s perceptions and comparison with the literature reinforce the need for a structured and continuous training program. The proposed action plans and training schedule, based on the 5W2H tool and the identified thematic axes, offer a practical path for developing skills, improving the organization of activities, and strengthening communication, directly contributing to the objective of analyzing and proposing training actions aimed at the professional development of the social project.

4. Conclusion

This study aimed to analyze the training levels, knowledge, and needs of professionals in a social project, located in the interior of São Paulo, in order to propose training actions aimed at their development. Through a qualitative approach, significant gaps were found in training, organizational communication, and standardization of activities. It was observed that the limitation of material resources and the absence of structured training programs directly impacted the team’s performance and the quality of the activities developed. The professionals expressed high engagement and interest in improving their skills, especially in behavioral management of children and task organization, preferring the face-to-face format for sharing experiences. Given this scenario, the main contribution of this work lies in the proposal of a structured training program, complemented by detailed action plans with the 5W2H tool, focused on training, organization of activities, and improvement of communication and management. These interventions aim to strengthen the strategic role of people management in the third sector, offering a practical guide for the continuous development of collaborators and the optimization of the project’s social impact.

However, the study has limitations inherent to its methodological design, as it was conducted in a single social project with a defined group of participants, which restricts the generalization of results to other institutions in the sector. Furthermore, due to time and academic schedule constraints, the practical application of the proposed training program was not carried out during the field phase, giving it a propositional character. For future studies, it is recommended to implement and evaluate the effectiveness of the proposed actions, through an analysis of reaction and impact, in order to measure the technical evolution of professionals and the improvement of internal processes. It is also suggested to conduct research in other contexts of the third sector, seeking to identify and validate management practices that enhance the sustainability and social impact of these organizations.

Bibliographic References

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Caballero (2024) [Referência completa não encontrada no documento original]

Chiavenato, I. 2021. Treinamento e Desenvolvimento de Recursos Humanos: como incrementar talentos na empresa. Editora Atlas, São Paulo, SP, Brasil.

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Gil, A. C. 2019. Como elaborar projetos de pesquisa. Editora Atlas, São Paulo, SP, Brasil.

IDIS – Instituto para o Desenvolvimento do Investimento Social. 2026. Panorama das ONGs: capítulo Brasil. Edição Própria, São Paulo, SP, Brasil.

Lucio, L. B. 2024. O terceiro setor no Brasil: avanços, retrocessos e desafios para as organizações sociais. Contribuciones a las Ciências Sociales, São José dos Pinhais, PR, Brasil.

Minayo, M. C. S. 2021. O desafio do conhecimento: pesquisa qualitativa em saúde. Editora Hucitec, São Paulo, SP, Brasil.

Thiollent, M. 2022. Metodologia da pesquisa-ação. Editora Cortez, São Paulo, SP, Brasil.

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Article originating from the Final Course Work of the Specialization in Business Management of the MBA USP/Esalq

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