Aula com o Professor - Estrat�gias de Negocia��o - FLD6819756CSA

Main ideas, concepts, and lessons

1) Course/assessment logistics and participation rules

• The class is a continuation of the course. The session is described as the third lesson, and later as the third and final lesson of “negotiation strategies.”
• Students who missed earlier live sessions are encouraged to follow recorded classes.

Communication rules

• Keep microphones/cameras off to avoid noise.
• To speak to teachers: use Microsoft Teams (“raise your hand”).
• Ask questions in chat, including a “Talk to the Moderator” channel.

Assessment timeline (as stated in class)

• Evaluation 1: the “final evaluation” is already completed.
• Evaluation 2: finishes on Saturday.
• Assessment 3: a professional challenge lasting four weeks.
• Assessment 4: involves scheduling an exam at the center.

Advice about the Professional Challenge (case study)

• The final stage is extremely important and heavily impacts grades.
• The grade is composed primarily of the analytical report.
• Students must pay careful attention when posting the professional challenge:
  • Editing mistakes are not allowed (example: submitting incorrectly or mixing subjects can lead to a zero grade).

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2) Academic week / extension project reminder

“Academic week” is presented as a time when students present work they researched (e.g., a scientific article or extended abstract).

Extension project

• Described as mandatory and integrated into the curriculum.
• Linked to a Ministry of Education resolution for students enrolling from 2023 onward.
• Accounts for roughly 10–15% of total course hours.
• Developed in the community where the student lives (not “per semester”; it spans the course duration).

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3) Where/how to develop the extension project

Possible locations

• Churches, schools, neighborhood associations, etc.

Constraints

• Multiple extension projects can be developed in the same place.
• The same project cannot be done multiple times (you can’t reuse an identical project at another institution as a second submission).

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4) Extension project step-by-step process (AVA instructions)

Instructors explain how to manage the extension project through AVA (the same general path is said to apply for the Leapp app).

1. Access AVA

   • Go to AVA.
   • In the lower-left corner, select the extension tab.
   • You’ll be redirected to an interface with multiple tabs.
   • Check your workload requirements (example mentioned: administration total workload 340 hours).
   • Advice: divide workload across semesters/periods rather than leaving it for the end, to avoid running out of hours and risking delayed graduation.

2. Find available extension activities/projects

   • After checking workload, click to add a new activity.
   • Choose from projects shown (examples mentioned: social assistance, sustainability, and projects aligned with training areas).

3. Select and “signal”/notify the institution

   • After choosing a project, include/register it in your AVA (instructor calls this “signaling”).
   • Reason:
     • The institution may refresh/update the project list roughly every six months.
     • If you don’t properly register your project and it disappears from the curriculum page, you may have to restart.

4. Project identification/details

   • Students access general information such as:
     • Schedule
     • Documents
     • Supplementary documents

5. Execute the project in the community

   • Students do the work and execution themselves.

6. Provide required documentation/evidence

   • Submission includes:
     • The attendance sheet
     • Evidence (the instructor clarified evidence can include photos/records showing what was done on-site)

7. Post for validation and respond to rejection

   • Upload/post the completed project in AVA and wait for validation.
   • If rejected:
     • Identify the reason,
     • Make corrections,
     • Post again only the corrected required items.
   • If students face issues:
     • They can cancel and choose another project, but must ensure the project is properly signaled.

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5) Negotiation strategies recap and ethical positioning

Recap of prior topics

• Conflict as opposition of ideas.
• Difference between conflict and confrontation (conflict can be desirable vs. destructive depending on handling).
• Conciliation and mediation referenced.
• Reminder of the course theme: negotiation based on ethical principles.

Key lesson reinforced

• Conflict exists because opinions differ, but it does not require violence or “pulling hair.”
• Outcomes depend on how conflict is managed and how parties engage.

Class video discussion (Heineken theme)

• A social experiment concept showing people with different viewpoints being brought together.
• Emphasis:
  • Don’t force interpretations,
  • Don’t force acceptance,
  • Encourage openness (“open your mind”),
  • Understand the other side to reduce conflict.

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6) International negotiation: definition, complexity, and why it matters

Definition

• International negotiation occurs when parties from different countries negotiate an agreement.
• Example: negotiation where one party provides a service/sells in another country (Brazil ↔ Argentina).

Why it becomes more complex

• Different cultures, social interaction norms, and laws.
• Example contrast: negotiating with someone Brazilian vs. negotiating with someone from a different region (e.g., the Middle East, such as Dubai).

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7) Globalization background (phases)

The instructor describes globalization’s phases:

• Late 19th century (1830s): maritime transport/highways
• 20th century: rise and dominance of multinational corporations (Europe/North America)
• Post–World War II: Marshall Plan, expanded international commerce, prominence of Japanese companies
• 1980s onward: acceleration via information technology (e.g., online purchasing, smartphones)
• Overall takeaway: globalization increases negotiation needs and requires adapting to fast-changing technology and markets.

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8) International agreements and trade frameworks (concepts explained)

Bilateral agreements

• Between two countries (example: Brazil ↔ China on eliminating import taxes for cell phones).

Multilateral agreements

• Involving more than two countries (example discussed: Brazil/India/China enabling extended stays without needing a visa).

Economic blocs

• Groups coordinating rules among member countries (examples: Mercosur, European Union).
• Importance of standardized systems for trade:
  • NCM codes unify product identification across countries to reduce errors.

WTO (World Trade Organization)

• Approximately 164 members.
• Promotes negotiation rounds and can intervene to support/help agreements even if not directly invited.
• Goal: reach shared terms (“common denominator”).

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9) Challenges of international negotiation (main list)

Instructors explicitly enumerate challenges:

• Language and communication

  • Portuguese and Spanish similarity doesn’t eliminate gaps (English differs).
  • Regional vocabulary can still vary (bread naming examples: “pão francês” vs. “pão cacetinho,” etc.).

• Geographic distance and time zones

  • Example: time difference between Brazil and Argentina.
  • Technology helps, but doesn’t solve everything.

• Distinct legal and regulatory systems

  • Laws differ from country to country (example: differences around civil debt imprisonment; treaties such as the San José treaty referenced).
  • Cultural/religious rules affect product handling (meat slaughter rules; faith-based requirements).

• Currency fluctuations

  • Exchange rates influence buying costs and pricing (example: euros valued in reais; mango export tied to better revenue abroad).

• Cultural clashes

  • Culture is described as non-negotiable/unchangeable; negotiators must adapt.
  • Examples: norms around physical contact, food customs, symbolic gifts (e.g., a watch associated with death in China).

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10) Practical negotiation guidance (implicit methodology)

Across conflict discussion and international negotiation, the underlying method emphasized is:

• Learn and understand the other side before deciding how to act.
• Use appropriate questions and correct/strategic wording.
• Prioritize relationship-building instead of taking a side only.
• Adapt to cultural/legal constraints to avoid disrespect and misunderstandings.

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11) Closing logistics and final session planning

• The unit content ends next week:
  • Next class is the last meeting.
  • It will include completion of remaining content plus a brief review.
• Students are encouraged to review at home, write questions, and bring them next week.
• Final reminder: study and don’t underestimate remaining time.

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Speakers / sources featured (identified)

• Professor Célio (mediator/facilitator; lead speaker for logistics, extension project guidance, and conflict/international negotiation framing)
• Professor Angélica (co-mediator; participates in negotiation lessons and closing remarks)
• Professor Aline (another moderator/professor; “substituting today” mentioned)
• Professor Mário Sérgio Cortella (source of a referenced conflict/confrontation video)
• Heineken (referenced via a classroom discussion video/social experiment theme)
• Fantástico (TV report referenced for a “pandas” segment)
• Jader and Raquel (quoted chat participants)
• Andrei, Paulo, Sandra, Vera, Aline, Jad, Raquel, Jessica, Nataniel, Girlene, Antônia, Flávio, Ednara (named participants/questions in remarks/chat)
• JBS (company referenced in slaughter/export procedures discussion)
• Mercosur, European Union, WTO, Marshall Plan (named organizations/policies used for examples)
• Apple and Motorola (technology/purchasing or phone examples)
• GPT (ChatGPT) and Copilot (technology examples referenced)