Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T11:29:27Z No. of bitstreams: 1 EdileneDayseAraujoDaSilva_DISSERT.pdf: 3247544 bytes, checksum: 8559c0b25624e619618966ea9616cedd (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-16T12:15:13Z (GMT) No. of bitstreams: 1 EdileneDayseAraujoDaSilva_DISSERT.pdf: 3247544 bytes, checksum: 8559c0b25624e619618966ea9616cedd (MD5) / Made available in DSpace on 2018-02-16T12:15:13Z (GMT). No. of bitstreams: 1 EdileneDayseAraujoDaSilva_DISSERT.pdf: 3247544 bytes, checksum: 8559c0b25624e619618966ea9616cedd (MD5) Previous issue date: 2017-07-31 / Os lugares nas universidades paulatinamente est?o sendo ocupados por mais estudantes das camadas populares, um fato recente nas institui??es de ensino superior do Brasil. Estudos sobre o acesso aos diplomas universit?rios, especialmente na perspectiva da sociologia da educa??o, apontam que ? crucial compreender n?o apenas o ingresso e a perman?ncia desses discentes oriundos de grupos sociais desfavorecidos, como tamb?m conhecer a realidade de suas viv?ncias acad?micas. Assim, esse estudo tem como principal objetivo compreender a condi??o de perman?ncia do estudante de origem popular na Universidade a partir do seu processo de socializa??o. A UFRN- Universidade Federal do Rio Grande do Norte foi o l?cus da pesquisa, com a participa??o dos graduandos populares de cursos das ?reas de Humanas (Ci?ncias Sociais e Direito), Biom?dica (Ci?ncias Biol?gicas e Odontologia) e Tecnol?gica (Matem?tica e Engenharia Civil). Na primeira etapa da investiga??o, incluindo uma abordagem etnogr?fica com registros descritivos do campo das observa??es, aplicou-se um question?rio em turmas a partir do terceiro per?odo (semestre) do curso. No segundo momento, realizou-se entrevistas semiestruturadas com seis representantes, um estudante de cada gradua??o delimitada. A partir da fala dos sujeitos, definiram-se quatro categorias anal?ticas: a) Trajet?rias formativas: escolares e familiares; b) Caminhos acad?micos: tensionados e fact?veis; c) Socializa??o universit?ria: formal e cordial; e, d) Prospectiva profissional: continuada e (des)continuada. Da an?lise dessas categorias resultou uma interpreta??o dos significados sociol?gicos e educacionais atribu?dos pelos estudantes, a despeito das suas pr?prias condi??es econ?micas desfavor?veis e de suas fam?lias, ponto crucial nesse estudo. Por?m, considerando-se as v?rias dificuldades para a perman?ncia, independentemente da origem social, todos os estudantes t?m que (re)inventar-se para se manterem em seus cursos. Nesse cen?rio de barreiras econ?micas e obst?culos educacionais, os la?os de amizade, parcerias em grupos, sociabilidade nas pra?as, bares, cantinas e a ajuda dos pares, s?o vistos como sendo essenciais para a sobreviv?ncia estudantil, fen?meno que devido a essas rela??es sociais e afetivas denominou-se de socializa??o acad?mica cordial. / More popular classes? students progressively occupy the universities places, a recent fact in the higher education institutions in Brazil. Studies about the access to universities diplomas, especially in the sociology of education perspective, point that is crucial understand not just the admission and permanence of those students arise from disadvantaged social groups, but as well know the reality of their academic living. Thus, this study have as principal aim understanding the permanence condition of the grassroots student in the University from the socialization processes. The Universidade Federal do Rio Grande do Norte was the research locus with the participation of popular classes? students of the Humanities courses (Social Sciences and Law), Biomedical courses (Biological Sciences and Dentistry) and Technological courses (Mathematics and Civil Engineering). In the first investigation step, includes an ethnography approach with descriptive registers of the observational field, it applied a questionnaire in the third period (semester) classes of the course. In a second moment, it realized semi structured interviews with six representatives, one student of which delimited course. From the subjects speech it defined four analytical categories: a) Formative trajectories: academic and familial; b) Academic paths: tensioned and feasible; c) University socialization: formal and cordial; e, d) Professional prospective: continue and (dis)continue. From those categories it resulted an interpretation of sociological and educational significances attributed by the students, in despite of their selves and theirs family disadvantaged economic conditions, crucial point in this study. However, considering the numerous difficulties for the permanence, independently of the social origins, all the students have to (re)invent their selves to remain in theirs courses. In the scenario of economic barriers and educational obstacles, the bonds of friendship, partnerships groups, squares sociability, bars, canteens and the pairs help, are seeing as essentials to the student survive, phenomena due to these social and affective relationships it named as cordial academic socialization.

Made available in DSpace on 2015-12-03T18:35:25Z (GMT). No. of bitstreams: 1 Martha_dos_Santos_Azevedo_Pereira.pdf: 926156 bytes, checksum: ceaf999d48ccc276444c4dcb4d91f587 (MD5) Previous issue date: 2013-02-28 / Career success depends not only on adequate use of knowledge, procedures and values, but also on the sense of power (security) displayed in relation to professional skills and performances. The goal of this research is to recognize and analyze graduating students perceptions about management capabilities acquired during the Accounting course offered by High Education Institutes in S??o Paulo. Limitations and abilities that can impact on the development and on the performance of the students out on the job market were identified. For that, an exploratory and quantitative research was conducted. The data was obtained by a in loco questionnaire consisting of structured and free questions. Results show a student knowledge level of above 70% in social, technical, professional and management skills. Taken into account were skills aimed towards entrepreneurship such as creativity and innovation and value aggregation . Other professional competences were considered such as systemic view , planning , problem solving capacities and user services focus . As for social and technical-professional skills, there is an evident need for theoretical-practical knowledge and abilities in management activities such as \"information exchange\", \"crises management\", \"oral and written communication\", \"knowledge application , training and professional development\" and \"technical competence\". Thus, it is the responsibility of administration and management related teachers to create learning situations and varied scenarios that provide students know-hows that help them increase the professional knowledge and the necessary practical skills, so that future counters can use these understandings to enhance professional performance, adapting to the ever-competitive job market with up-to-date social expertise. It was concluded that the undergraduate courses in Accountancy play a central role in the development and enhancement of management skills of future accountants beyond technical dimensions and, thus, bringing them closer to the business world. / O sucesso na profiss??o depende tanto da utiliza????o adequada de conhecimentos, procedimentos e valores, quanto do sentimento de dom??nio (seguran??a) manifestado em rela????o ??s compet??ncias inerentes ao desempenho profissional. Esta pesquisa teve como objetivo conhecer e analisar as percep????es de alunos concluintes sobre compet??ncias gerenciais adquiridas durante o curso de Ci??ncias Cont??beis oferecidos por IES da cidade de S??o Paulo. Procurou-se identificar limita????es e capacidades que podem impactar o desempenho dos alunos diante dos desafios e exig??ncias da profiss??o. Para tanto, realizou-se uma pesquisa explorat??ria quantitativa, obtendo-se dados por meio de question??rio aplicado in loco composto por quest??es estruturadas e livres . Os resultados evidenciam um n??vel de dom??nio atribu??do pelos alunos ??s compet??ncias gerenciais acima de 70% nos blocos de compet??ncias social, t??cnico-profissional e de neg??cios. S??o pertinentes as percep????es dos alunos quanto ?? mobiliza????o de atitudes voltadas ao empreendedorismo, como criatividade e inova????o e agrega????o de valor . Destacam-se outras compet??ncias organizacionais como vis??o sist??mica , planejamento , capacidade para resolu????o de problemas e foco no usu??rio dos servi??os . Quanto ??s compet??ncias sociais e t??cnico-profissionais, fica evidente a necessidade de dom??nio te??rico-pr??tico e conte??dos necess??rios para o desenvolvimento gerencial do contador em atitudes como: a troca de informa????es , administra????o de conflitos , comunica????o oral e escrita , aplica????o do conhecimento , capacita????o e desenvolvimento profissional e compet??ncia t??cnica . Nesse sentido, compete aos docentes de disciplinas ligadas aos aspectos administrativos e gerenciais aplicados ?? Contabilidade criarem cen??rios e situa????es de aprendizagem, que propiciem aos alunos experi??ncias as quais permitam a constru????o de conhecimento e desenvolvimento de compet??ncias, de modo que os futuros contadores possam se valer de pr??ticas gerenciais que impulsionem o desempenho profissional, o mundo dos neg??cios e o desenvolvimento social. Conclui-se que os cursos de gradua????o em Contabilidade desempenham papel central no desenvolvimento e valoriza????o de compet??ncias gerenciais para al??m da dimens??es t??cnicas dos futuros contadores e, assim, para o estreitamento de rela????es com o mundo do trabalho.

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 2017-06-05T17:22:42Z No. of bitstreams: 2 LUIZ ANTONIO BARBAGALLO.pdf: 536294 bytes, checksum: 75dfd2885ca8f1b1789647b6d0d6c1af (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-05T17:22:42Z (GMT). No. of bitstreams: 2 LUIZ ANTONIO BARBAGALLO.pdf: 536294 bytes, checksum: 75dfd2885ca8f1b1789647b6d0d6c1af (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-29 / Seeking to understand the factors that influence people`s financial decisions has been very frequent in academic research in several countries. Even considering the characteristics of each country, several common points have been identified in order to explain people???s financial behavior. In Brazil, the theme ???financial behavior and education??? increases significantly, because the improvement of population living conditions in the last years brought a significant number of people to market, and, in this scenario, a look at young adults is very important as long as this population range begins to engage in financial decisions, such as purchasing a vehicle, a real state property or starting a financial reserve for emergencies. To understand the financial behavior of these young people, this research makes a replication of De Bassa Scheresberg (2013). The work seeks to explain how social economics profiles and financial knowledge are related to young people???s behavior in decisions about loans, formation of financial reservations and retirement planning. Some findings of this study, accomplished through a research with 419 young people from six universities of the city of S??o Paulo, were similar to the object of the replication and to other studies, while other findings were not. This research concludes, in the same way as De Bassa Sheresberg (2013), that income and education are important predictors of financial education. It also concludes the variable ???educational institutional rating??? is a strong predictor of knowledge and financial behavior of young people. / A busca pelo entendimento dos fatores que influenciam as pessoas em suas decis??es financeiras tem sido uma constante em diversos trabalhos acad??micos em v??rios pa??ses. Mesmo considerando as caracter??sticas de cada pa??s, diversos pontos em comum t??m sido identificados nos estudos para explicar o comportamento financeiro das pessoas. No Brasil, o tema educa????o e comportamento financeiro ganha cada vez mais espa??o, pois a melhora da condi????o de vida da popula????o nos ??ltimos anos trouxe para o mercado um contingente expressivo de pessoas, e dentro deste cen??rio, um olhar sobre os jovens adultos torna-se importante na medida em que essa faixa da popula????o come??a a se envolver em decis??es financeiras, tais como a compra de um ve??culo, de um im??vel, ou a forma????o de uma reserva para emerg??ncias. Para entender o comportamento financeiro desses jovens, este trabalho faz uma replica????o do estudo de De Bassa Scheresberg (2013). O estudo procura explicar as rela????es dos perfis socioecon??micos e da an??lise do n??vel de conhecimento financeiro com o comportamento dos jovens nas decis??es relativas a empr??stimos, forma????o de reservas e planejamento para aposentadoria. Alguns resultados deste trabalho, realizado atrav??s de uma pesquisa com 419 jovens de seis faculdades da cidade de S??o Paulo, foram semelhantes ao estudo objeto desta replica????o e tamb??m a outros estudos, por??m, alguns resultados foram divergentes. O trabalho conclui, da mesma forma que o estudo base, que renda e educa????o s??o importantes preditores de educa????o financeira. Conclui tamb??m que a vari??vel ???classifica????o da institui????o de ensino??? ?? um forte preditor de conhecimento e comportamento financeiro dos jovens.

Made available in DSpace on 2015-12-03T18:35:30Z (GMT). No. of bitstreams: 1 Caroline_do_Amaral_Nunes.pdf: 647556 bytes, checksum: a00d7da7949eb76010d536cfe3a5b36e (MD5) Previous issue date: 2014-02-28 / Several factors may influence the decision to choose which profession process: parents, friends, jobs and even \"vocation\". And the accounting profession has several areas of expertise that may also influence your choice. In light of the above, this study aims to investigate the factors most influenced the choice of students for undergraduate degree in Accounting in private Higher Education Institutions established in the City of S??o Paulo. For data collection instrument was applied using probes containing twenty-five-point Likert scale. Participated in the survey one hundred twenty-three students in the first semester of Accounting in three private higher education institutions in S??o Paulo: FECAP, MACKENZIE and S??O JUDAS. The results show that the most influential factors are the employability and career prospects. It was found also that the parents did not exert direct influence on the choice of the course the students surveyed. / S??o v??rios os fatores podem influenciar no processo de decis??o de qual profiss??o escolher: os pais, os amigos, o emprego e at?? mesmo \"voca????o\". E a profiss??o de contador possui v??rias ??reas de atua????o que tamb??m podem influenciar na sua escolha. Em fun????o do exposto, este trabalhotem como objetivo investigar os fatores mais influenciaram a escolha de estudantes pelo curso de gradua????o em Ci??ncias Cont??beis em Institui????es de Ensino Superior particulares estabelecidas na Cidade de S??o Paulo. Para a coleta de dados foi aplicado um instrumento contendo vinte assertivas utilizando-se escala Likert de cinco pontos. Participaram da pesquisa cento e vinte e tr??s estudantes do primeiro semestre do curso de Ci??ncias Cont??beis em tr??s Institui????es de Ensino Superior particulares da cidade de S??o Paulo: FECAP, MACKENZIE e S??O JUDAS. Os resultados encontrados apontam que os fatores mais influentess??o a empregabilidade e a perspectiva de carreira. Constatou-se, tamb??m, que os pais n??o exerceram influ??ncia direta na escolha do curso dos estudantes pesquisados.