From tacit to explicit

Knowledge management challenges in training for personnel directorates at Secretaria de Estado de Educação de Minas Gerais

Abstract

The institutionalization of Knowledge Management (KM) in Public Administration remains a challenge, particularly in contexts marked by informational fragmentation and reliance on tacit knowledge. This study analyzes the in-service training offered by the Superintendency of Development and Evaluation (SDA/SEE-MG) to the Personnel Directorates of the Regional Education Superintendencies, investigating the extent to which such actions convert individual knowledge into organizational assets. Using a mixed-methods approach and a case study design, the research triangulated document analysis, interviews with managers, and questionnaires administered to 108 civil servants. The results demonstrate that, although recognized as relevant, the training programs lack standardized information flows, systematic organizational memory mechanisms, and continuous feedback processes. As a contribution, the study proposes guidelines for the institutionalization of KM within the SDA, materialized in an Educational Action Plan structured around strategic pillars that coordinate institutional memory, communication, and continuous content updates. It is argued that the consolidation of these mechanisms not only improves training practices but also repositions KM as a governance tool and a means of fulfilling the constitutional principle of efficiency in Public Administration.