Aprendizado e desenvolvimento de habilidades no curso de Contabilidade: uma pesquisa-ação com o método Team-Based Learning (TBL)

Silva, Sidnei Celerino da; Colle, Fatima Eduarda Schmitk; Cavichioli, Denize; Souza, Roberto Francisco de

doi:10.4025/enfoque.v37i3.39579

Cited by 8 publications

(8 citation statements)

References 2 publications

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“…With the development of ICT and the emergence of virtual learning environments (VLE), different forms of teaching are encouraged to raise academic performance, whether in classroom or distance learning courses, with emphasis on active methodologies that employ, among other approaches, the problematization (Silva, Colle, Cavichioli, & Souza, 2018) and ludic strategies, such as games and gamification (Oliveira et al, 2013;Bornal, Barbante Junior, Matsuoka, & Nasu, 2019;Souza, et al, 2020;Nasu & Nogueira, 2020;Nemer, Ramirez, Frohmut, & Bergamo, 2020). The referenced studies point out the greater participation of the students in class as benefits of active learning strategies, given that they are provoked to get out of their comfort zone, in addition to wakening their interest for research and presenting a feedback of their performance in real time.…”

Section: Use Of Ict and Active Methodologies In Teachingmentioning

confidence: 99%

Emergency Remote Education in the Perception of On-Site Accounting Sciences Students during the Covid-19 pandemic

Soares¹,

Guimarães²,

Souza³

2021

Rev. Cat. Cien. Cont.

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This study aimed to investigate the perception of on-site students of the Accounting Sciences Program of a public university that adopted emergency remote learning during the Covid-19 pandemic in Brazil, highlighting the aspects that favor or hinder learning. A qualitative and descriptive study was carried out, with data collected through 4 focus groups with the participation of 80 students from an on-site undergraduate program in Accounting Sciences. The results indicate that the students perceive the structural factors (flexibility in the deadlines for delivery of activities), personal and collective factors (autonomy in the learning process) and didactic-pedagogical factors (use of active methodologies by the professor) as facilitating aspects of the remote education. As for the aspects that hinder learning, we highlight external factors (lack of internet access), individual factors (not maintaining a study routine and increased stress levels) and traditional remote education (monotonous videoconference classes). Finally, an optimistic vision for future trends is observed, with changes in the human aspects (change of paradigm of the student's role), institutional aspects (greater use of technology) and formative aspects (use of active methodologies). It is concluded that the use of active methodologies in the didactic and pedagogical aspect raises the participation of the number of students in remote classes and improves the quality of learning. This study can contribute to educational institutions that adopt emergency remote education for continuity of academic activities in periods of crisis, as well as to professors who plan their activities. It emphasizes the role of the professor and the importance of active methodologies in the development of knowledge.

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Section: Use Of Ict and Active Methodologies In Teachingmentioning

confidence: 99%

Emergency Remote Education in the Perception of On-Site Accounting Sciences Students during the Covid-19 pandemic

Soares¹,

Guimarães²,

Souza³

2021

Rev. Cat. Cien. Cont.

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“…Guerreiro, Pereira, Rezende, and Aguiar (2005) looked at the implementation of a budget methodology in a Brazilian organization. In the field of education, Silva, Colle, Cavichioli and Souza (2018) used AR in team-based learning in undergraduate accounting sciences to promote students' commitment to learning, as well as intellectual, functional, and organizational management skills.…”

Section: Contributions From Par To Accountingmentioning

confidence: 99%

Decolonial Studies, Non-Extractive Methods, and Participatory Action Research in Accounting

2022

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Objective: this paper discusses how accounting supports financial capitalism in the Global South through neocolonialist languages and practices, aiming to put forth a decolonial agenda based on non-extractive methodologies to recover alternative knowledge and (re)build new ones. Method: we revisited critical accounting literature, connecting it to decolonial epistemology. We described the assumptions behind different non-extractive methods and contrasted participatory action research (PAR) with different approaches to knowledge production and consumption. We also outlined some PAR operational strategies, discussed action research in management and accounting studies, and examined the potential for a participatory accounting agenda. Results: non-extractive methods can respect and value different worldviews in each social phenomenon. This points to non-traditional and emancipatory research alternatives to produce a new sentipensante in accounting to decolonize knowledge, bodies, and minds. Conclusions: this paper presents PAR as allowing (re)existence of different worldviews by recognizing its ability to recover and rebuild knowledge ‘with’ participants. PAR supports programmatic engagement with subalternized voices to coproduce pluriversality in accounting - instead of reproducing universalisms - and bolsters academics and practitioners to transcend Western modernity.

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“…Com o desenvolvimento da TIC e o surgimento de ambientes virtuais de ensino-aprendizagem (AVEA), diferentes formas de ensino são incentivadas para elevar o desempenho acadêmico, seja nos cursos presenciais ou a distância, com destaque para metodologias ativas que empregam, dentre outras abordagens, a problematização (Silva, Colle, Cavichioli, & Souza, 2018) e estratégias lúdicas, tais como jogos e gamificação (Oliveira et al, 2013;Bornal, Barbante Junior, Matsuoka, & Nasu, 2019;Souza, et al, 2020;Nasu & Nogueira, 2020;Nemer, Ramirez, Frohmut, & Bergamo, 2020). Os estudos referenciados apontam como benefícios das estratégias da aprendizagem ativa a maior participação do aluno nas aulas, tendo em vista que ele é provocado a sair da sua zona de conforto, além de despertar seu interesse pela pesquisa e apresentar um feedback do seu desempenho em tempo real.…”

Section: Uso De Tic E Metodologias Ativas No Ensinounclassified

Ensino remoto emergencial na percepção de alunos presenciais de Ciências Contábeis durante a pandemia de Covid-19

Soares

Guimarães

Souza

2021

Rev. Cat. Cien. Cont.

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O estudo objetivou investigar a percepção de acadêmicos presenciais do curso de ciências contábeis de uma universidade pública que adotou o ensino remoto emergencial durante a pandemia de Covid-19 no Brasil, ressaltando-se os aspectos que favorecem ou dificultam a aprendizagem. Foi realizado um estudo qualitativo e descritivo, com dados coletados mediante 4 grupos focais com a participação de 80 alunos de um curso presencial de graduação em ciências contábeis. Os resultados indicam que os alunos percebem como aspectos facilitadores do ensino remoto os fatores estruturais (flexibilização nos prazos para entrega de atividades), pessoais e coletivos (autonomia no processo de aprendizagem) e didático-pedagógicos (uso de metodologias ativas pelo professor). Quanto aos aspectos que dificultam a aprendizagem, destacam-se os fatores externos (falta de acesso à internet), individuais (não manter rotina de estudos e elevação do nível de estresses) e práticas docentes tradicionais (aulas monótonas por videoconferência). Por fim, observa-se uma visão otimista para tendências futuras, com alterações nos aspectos humanos (mudança de paradigma do papel do aluno), institucionais (maior utilização da tecnologia) e formativos (uso de metodologias ativas). Conclui-se que a utilização de metodologias ativas no aspecto didático e pedagógico eleva a participação do número de alunos nas aulas remotas e melhora a qualidade da aprendizagem. O estudo pode contribuir com as instituições de ensino que adotam o ensino remoto emergencial para continuidade das atividades acadêmicas em períodos de crise, bem como aos docentes que planejam suas atividades, ressaltando-se o papel do professor e a importância das metodologias ativas na construção do conhecimento.

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Aprendizado e desenvolvimento de habilidades no curso de Contabilidade: uma pesquisa-ação com o método Team-Based Learning (TBL)

Cited by 8 publications

References 2 publications

Emergency Remote Education in the Perception of On-Site Accounting Sciences Students during the Covid-19 pandemic

Emergency Remote Education in the Perception of On-Site Accounting Sciences Students during the Covid-19 pandemic

Decolonial Studies, Non-Extractive Methods, and Participatory Action Research in Accounting

Ensino remoto emergencial na percepção de alunos presenciais de Ciências Contábeis durante a pandemia de Covid-19

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