Resumo

In the process management education stories are relevant as they allow people to understand the processes and situations that surround them. The relevance of stories in the formation of managers, leaders and entrepreneurs can be pointed as communication, engagement, creativity, influence, morals, emotion. However, in research on management education, stories mostly appear from the perspective of storytelling and not the creation of them

The predominance of teaching experiences on storytelling, without explaining methodologies that bring the development of skills to create stories, makes it necessary to reflect why students are not confronted with pedagogical processes aimed at creation and at knowing how to tell and reflect on what they created? We lack a better understanding of possibilities and pedagogical paths to make story creation a central activity. The goal of this research is to understand how the creation of stories enhances the advancement of the field of research and practices in the management education process

In the field of management, scientific research highlights the importance of stories for managers, entrepreneurs, leaders (Boje, 1991a, 2008; Boje, Rosile, Saylors & Saylors, 2015; Clark & Kayes, 2019) and for organizations (Boje, 1991a, 2008, 2019; Gabriel, 2004; Gabriel & Connell, 2010; Gavin, 2021; Kainan, 2002).

Qualitative research of an inductive nature structured in two analytical actions. The analysis processes followed the tradition of thematic analysis. First action: mapping research and teaching experiences aimed at pedagogical strategies for creating stories, plus realizing interviews. They were analyzed to organize the description of their pedagogical processes and the administration theme linked to each of these processes. The second action was generated from the results of the analysis of the first action: we mapped pedagogies to create stories in other fields of knowledge

The research results include five practices and themes of storytelling in management (management of organizational concepts, management of organizational practice challenges, organizational change management and cultural entrepreneurship) and their pedagogical processes. The results also systematize pedagogical processes from other areas of knowledge on how to create stories to nourish future research and educational practice in management. When we propose the creation of stories, we make room for the protagonism of both the teacher and the student, who change their postures

Of all the practices analyzed, it is possible to observe that they all converge towards the same direction, which is: although the importance of creating stories for teaching and learning in administration is recognized, it is fundamental in the training of managers, leaders, entrepreneurs, they lack, all of them, from an approach in which the development of the necessary skills to create stories is explicit

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