Submitted by Julie_estagiaria Moraes (julie.moraes@fgv.br) on 2012-01-27T14:05:00Z No. of bitstreams: 1 000308283.pdf: 24568042 bytes, checksum: 5878406fa49235d06a2276dd86b593b4 (MD5) / Made available in DSpace on 2012-01-27T14:05:23Z (GMT). No. of bitstreams: 1 000308283.pdf: 24568042 bytes, checksum: 5878406fa49235d06a2276dd86b593b4 (MD5) Previous issue date: 1984 / Lo présenle étude aborde l'expérience du Centre Rural Universitaire de Formation et d'Action Communitaire (Crutac ), dans le contexte des activités d'extension de l'Université brésilienne, a partir de la compréhension de l'environnement socio-économique et politique ou elle a été mise a point, et on y analyse en particulier Ie Programme Crutac à Pedreiras, au Maranhão / O presente estudo aborda a experiência do Centro Rural Universitário de Treinamento e Ação Comunitária (Crutac) no contexto da extensão universitária brasileira, partindo da compreensão do ambiente sócio-econômico e político em que a mesma foi gestada e institucionalizada, e analisa em particular o Programa Crutac em Pedreiras, no Maranhão.

Submitted by Paulo Junior (paulo.jr@fgv.br) on 2011-04-18T17:56:30Z No. of bitstreams: 1 Clarise Lacerda Avilés.pdf: 1104514 bytes, checksum: eaf0d20a785b8c97f3653f9c830a294c (MD5) / Approved for entry into archive by Paulo Junior(paulo.jr@fgv.br) on 2011-04-18T18:20:11Z (GMT) No. of bitstreams: 1 Clarise Lacerda Avilés.pdf: 1104514 bytes, checksum: eaf0d20a785b8c97f3653f9c830a294c (MD5) / Made available in DSpace on 2011-05-02T18:18:20Z (GMT). No. of bitstreams: 1 Clarise Lacerda Avilés.pdf: 1104514 bytes, checksum: eaf0d20a785b8c97f3653f9c830a294c (MD5) Previous issue date: 2010-10-08 / The aim of this study is to analyze the profile of today’s manager, according to the classical management literature, working on internationalized higher education institute. This paper draws together knowledge about the manager’s profile in a corporate environment and how it can be appreciated in a higher education institute all of this taking into consideration the environment that nowadays exists in these institutions. Data were collected through semi-structured interviews, with professors of the Fundacao Getulio Vargas, more specific on their Public and Business Administration School (EBAPE), which had active roles on its development, internationalization and during some point in time their management. The findings obtained where analyzed under the perspective brought by the theoretical reference framework, and, based on this approach is represented the manager whom could have a better perspective to administrate a higher education institute.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2016-06-02T18:28:52Z No. of bitstreams: 2 Rafael Sandini Augusto.pdf: 7978466 bytes, checksum: 66fad61e1bd2e6c436fb75c309ba837c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-02T18:28:52Z (GMT). No. of bitstreams: 2 Rafael Sandini Augusto.pdf: 7978466 bytes, checksum: 66fad61e1bd2e6c436fb75c309ba837c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-27 / This study deals with the financial habits of college students, studying in Mass Higher Education Institutions. The aim was to ascertain the financial knowledge and financial practice of university students who attend three mass universities in S??o Paulo - SP. The study included 426 students who responded to the questionnaire. As noted in the study, the sample did not show a homogeneous behavior and also provided some evidence of the use of principles of financial education, such as the invoice conference credit cards held by 62.44% of young people, 62.91% have routine to pay the bills on time and 66.9% have the habit of comparing prices before making a purchase, however they also have contrary characteristics to these principles as no comparison in interest rates between the forward options, identified in 56.34% of the sample, 50.46% had a tendency to make impulse purchases, which shows strong evidence of non-literacy of mass university students. It is still possible to observe a significant percentage of young people who show the margin of use of the principles of financial education, they present contrary habits such as the use of overdraft limit found in 11.03%, the third party the name of the loan reported by 28% of respondents and the incidence of 30.04% already had their name registered in the credit protection services. The work is relevant to managers of the surveyed educational institutions, as this could guide them in implementing financial education programs for students, to make them more qualified young people for making financial decisions, contributing to the reduction of evasion and delinquency of these students since they began to plan their spending and to distribute their income according to your personal demands. / Este estudo trata dos h??bitos financeiros de estudantes universit??rios, que estudam em Institui????es de Ensino Superior de Massa. O objetivo, foi averiguar o conhecimento financeiro e a pr??tica financeira de jovens universit??rios que frequentam tr??s universidades de massa na cidade de S??o Paulo - SP. Participaram do estudo 426 alunos que responderam ao question??rio. Como foi observado neste estudo a amostra n??o demonstrou um comportamento homog??neo e apresentou ind??cios da utiliza????o de princ??pios da educa????o financeira, tais como, a confer??ncia da fatura de cart??es de credito realizada por 62,44% dos jovens, 62,91% tem a rotina de pagar as contas em dia e 66,9% tem o habito de comparar o pre??o antes de realizar uma compra, porem tamb??m apresentam caracter??sticas contrarias a estes princ??pios como a n??o compara????o da taxa de juros entre as op????es de compra a prazo, identificada em 56,34% da amostra, 50,46% apresentaram tend??ncias a realizar compras por impulso, o que demonstra fortes ind??cios da n??o alfabetiza????o dos jovens universit??rios de massa. Ainda ?? poss??vel observar um percentual significativos de jovens que se mostram a margem da utiliza????o dos princ??pios de educa????o financeira, pois apresentam h??bitos contr??rios a tais, como a utiliza????o do limite do cheque especial constatado em 11,03%, o empr??stimo do nome ?? terceiros relatados por 28% dos entrevistados e a incid??ncia de 30,04% j?? tiveram seu nome cadastrado nos servi??os de prote????o ao credito. O trabalho se torna relevante para os gestores das institui????es de ensino pesquisadas, pois poder?? orient??-los na implementa????o de programas de educa????o financeira para os alunos, visando tornar estes jovens mais capacitados para a tomada de decis??es financeiras, contribuindo na redu????o da evas??o e inadimpl??ncia desses alunos, uma vez que passaram a planejar seus gastos e a distribuir sua renda de acordo com suas demandas pessoais.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2018-03-21T17:46:59Z No. of bitstreams: 2 Jessica Barros Anastacio.pdf: 1323678 bytes, checksum: 5d615221810ac7158202d1f26819b435 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-21T17:46:59Z (GMT). No. of bitstreams: 2 Jessica Barros Anastacio.pdf: 1323678 bytes, checksum: 5d615221810ac7158202d1f26819b435 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-12-05 / This paper aims to study teaching cases reported by a professor of Accounting Sciences. To do so, it carried out an exploratory qualitative approach. The data was collected in interviews with three teachers from public higher education institutions in Southeast Brazil, and was analyzed through content analysis method. The knowledge was identified in the case study "How to facilitate the learning of Cost Accounting for students who did not choose the Accounting career?", in witch is used: active methodologies; professional ethics; knowledge of the specific content and discipline; respect for student opinion; planning and evaluation of learning; reflection on teaching practice; background of contents; and theoretical-practical relation. The knowledge we can identify in the teaching case: "Formative assessment of the student in a constructive perspective" is about: evaluation of learning in the identification of advantages and difficulties of students and it's reflection in teaching practice; ethics and academic honesty; usage of tools and evaluation criteria for learning; new technologies in education; research of teaching practice; encouraging ethics and positive attitudes in students; and the use of reflection on teaching practice. The knowledge identified in the other teaching case called "Evaluation as an opportunity to develop professional ethics", is: use of ethics in teaching; academic honesty; encouragement of positive attitudes in students; and reflection on the teaching practice. We highlight the common knowledge of the three teaching cases: a) confronting ethical dilemmas in teaching; b) reflection on the teaching practice; c) use of evaluation to develop academic honesty, learning the contents and valuing the accounting profession. It is concluded that the identified knowledge comes from the knowledge of the discipline, the classroom practice, the institution of education where the teachers work, the coexistence with the peers and with the students, as well as of the personal, professional and academic trajectory experienced by teachers until then. / O presente trabalho tem como objetivo conhecer e analisar os saberes que se fazem presentes em casos de ensino relatados pelo professor de Ci??ncias Cont??beis. Para tanto, realizou-se uma pesquisa explorat??ria de abordagem qualitativa. Os dados foram coletados em entrevistas realizadas com tr??s docentes de institui????es de ensino superior p??blicas da regi??o Sudeste do Brasil, e as informa????es foram analisadas por meio da an??lise de conte??do. Os saberes identificados no caso de ensino "Como facilitar a aprendizagem da Contabilidade de Custos para alunos que n??o escolheram o curso de Ci??ncias Cont??beis?" foram: uso de metodologias ativas; ??tica profissional; saber do conte??do especifico e da disciplina; respeito ?? opini??o dos alunos; planejamento e avalia????o da aprendizagem; reflex??o sobre a pr??tica docente; contextualiza????o dos conte??dos; e rela????o te??rico-pr??tica. Os saberes identificados no caso de ensino ??Avalia????o formativa do aluno em uma perspectiva construtiva?? foram: a avalia????o da aprendizagem na identifica????o de avan??os e dificuldades dos alunos e na reflex??o sobre a pr??tica de ensino; ??tica e honestidade acad??mica; uso de instrumentos e crit??rios da avalia????o da aprendizagem; novas tecnologias no ensino; a pesquisa da pr??tica de ensino e incentivo ?? ??tica e a atitudes positivas nos alunos. Os saberes identificados no caso de ensino "Avalia????o como oportunidade para desenvolver a ??tica profissional" foram: uso da ??tica na doc??ncia; honestidade acad??mica; incentivo de atitudes positivas nos alunos; e reflex??o sobre a pr??tica docente. Destacam-se os saberes em comum aos tr??s casos de ensino: a) enfrentamento de dilemas ??ticos na doc??ncia; b) reflex??o sobre a pr??tica docente; c) uso da avalia????o para desenvolver a honestidade acad??mica, a aprendizagem dos conte??dos e a valoriza????o da profiss??o cont??bil. Conclui-se que os saberes identificados s??o provenientes do conhecimento da disciplina, da pr??tica de sala de aula, da institui????o de educa????o onde os professores atuam, da conviv??ncia com os pares e com os alunos, bem como da trajet??ria pessoal, profissional e acad??mica vivenciada pelos docentes at?? ent??o.

Submitted by Marcia Bacha (marcia.bacha@fgv.br) on 2012-01-18T14:19:25Z No. of bitstreams: 1 1420831.pdf: 3900667 bytes, checksum: fdfe94e37383e15446ef7462060fe798 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-01-18T14:19:39Z (GMT) No. of bitstreams: 1 1420831.pdf: 3900667 bytes, checksum: fdfe94e37383e15446ef7462060fe798 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-01-18T14:19:45Z (GMT) No. of bitstreams: 1 1420831.pdf: 3900667 bytes, checksum: fdfe94e37383e15446ef7462060fe798 (MD5) / Made available in DSpace on 2012-01-18T14:20:30Z (GMT). No. of bitstreams: 1 1420831.pdf: 3900667 bytes, checksum: fdfe94e37383e15446ef7462060fe798 (MD5) Previous issue date: 2010-08 / Este estudo concentra-se na investigação dos pressupostos da reforma do ensino superior, enfatizando como a Faculdade Ideal tem se posicionado estrategicamente perante a comoditização do ensino superior local e nacional, através de um estudo de estratégia competitiva e posicionamento de mercado, a partir dos discursos dos seus gestores e dos alunos do ensino médio que estão em vias de fazer vestibular. / This study concentrates upon the investigation of presuppositions of the Higher Education Reform, emphasizing the way the Faculdade Ideal (Ideal College) has placed itself strategically before the commodification (commoditization) of higher education (that is, the transformation of Higher Education into commodity) in both local and national extent, through the study of both a positive strategy and market placing, beginning from its managers' speeches as well as of the High School students who are about to do the vestibular, the test for Higher Education.