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Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES / Perception of discipline "Accounting Practice" in graduate degree in Accounting: a case study with IFES studentsMaria Auxiliadora da Silva 10 February 2010 (has links)
O objetivo desta pesquisa exploratória é analisar, sob a ótica da pedagogia experiencial, a disciplina Prática Contábil, inserida na matriz curricular dos cursos de graduação em Ciências Contábeis. Utilizando o método do estudo de caso, são destacados e, ou criticados aspectos pertinentes à educação contábil. Ressalta-se, na abordagem experiencial, a potencialidade motivacional e a capacidade de estimular o senso crítico. Destacam-se, ainda, consequências para a
profissionalização. Através da aplicação ao caso selecionado, investiga-se a percepção sobre o laboratório de contabilidade no curso de graduação em Ciências Contábeis, oferecido por uma IFES brasileira. Focalizam-se, finalmente, o
papel dos docentes da Instituição Federal de Ensino Superior (IFES), os principais agentes de mudança para a melhoria do processo ensino-aprendizagem da Contabilidade. A partir da revisão bibliográfica foi elaborado um roteiro semiestruturado
abordando diversas questões sobre o tema, depois utilizado para a coleta de dados nas entrevistas. As respostas e reações ao roteiro foram utilizadas para relatar e analisar os resultados da entrevistas. São propostas quatro hipóteses
para pesquisa futura, justificadas pela evidência coletada através do caso. / This explorative research aimed to analyze, under the experiential pedagogic view, the Practical Accounting class, which is found in the curricula of the undergraduate courses of Accounting Sciences. Aspects pertinent to the accounting education are highlighted and/or criticized by using study case methods. The motivational potentiality and the ability to stimulate criticism are emphasized in the experiential approach. Consequences for professionalization are also pointed out. By applying this methodology on the selected case, the perception on the accounting laboratory in the undergraduate course of Accounting Sciences offered by a Brazilian IFES is investigated. The role of the Instituição Federal de Ensino Superior (IFES) faculty, the main agents responsible for the improvement of the teaching-learning process in Accounting, is finally focused. By means of a bibliographic review, a semi-structured guide including several questions on the theme was prepared. This guide was later
used for the collection of data during the interviews. The answers and reaction to this guide were used to report and analyze the results of the interviews. Four hypotheses for future research, justified by evidence collected from the case, are proposed.
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Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES / Perception of discipline "Accounting Practice" in graduate degree in Accounting: a case study with IFES studentsMaria Auxiliadora da Silva 10 February 2010 (has links)
O objetivo desta pesquisa exploratória é analisar, sob a ótica da pedagogia experiencial, a disciplina Prática Contábil, inserida na matriz curricular dos cursos de graduação em Ciências Contábeis. Utilizando o método do estudo de caso, são destacados e, ou criticados aspectos pertinentes à educação contábil. Ressalta-se, na abordagem experiencial, a potencialidade motivacional e a capacidade de estimular o senso crítico. Destacam-se, ainda, consequências para a
profissionalização. Através da aplicação ao caso selecionado, investiga-se a percepção sobre o laboratório de contabilidade no curso de graduação em Ciências Contábeis, oferecido por uma IFES brasileira. Focalizam-se, finalmente, o
papel dos docentes da Instituição Federal de Ensino Superior (IFES), os principais agentes de mudança para a melhoria do processo ensino-aprendizagem da Contabilidade. A partir da revisão bibliográfica foi elaborado um roteiro semiestruturado
abordando diversas questões sobre o tema, depois utilizado para a coleta de dados nas entrevistas. As respostas e reações ao roteiro foram utilizadas para relatar e analisar os resultados da entrevistas. São propostas quatro hipóteses
para pesquisa futura, justificadas pela evidência coletada através do caso. / This explorative research aimed to analyze, under the experiential pedagogic view, the Practical Accounting class, which is found in the curricula of the undergraduate courses of Accounting Sciences. Aspects pertinent to the accounting education are highlighted and/or criticized by using study case methods. The motivational potentiality and the ability to stimulate criticism are emphasized in the experiential approach. Consequences for professionalization are also pointed out. By applying this methodology on the selected case, the perception on the accounting laboratory in the undergraduate course of Accounting Sciences offered by a Brazilian IFES is investigated. The role of the Instituição Federal de Ensino Superior (IFES) faculty, the main agents responsible for the improvement of the teaching-learning process in Accounting, is finally focused. By means of a bibliographic review, a semi-structured guide including several questions on the theme was prepared. This guide was later
used for the collection of data during the interviews. The answers and reaction to this guide were used to report and analyze the results of the interviews. Four hypotheses for future research, justified by evidence collected from the case, are proposed.
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A auto forma??o maternal: cen?rios de uma educa??o vivencial humanescenteNelson, Isabel Cristina Amaral de Sousa Rosso 14 October 2013 (has links)
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Previous issue date: 2013-10-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / autoforma??o maternal: cen?rios de uma educa??o vivencial humanescente
apresenta a pesquisa realizada com gestantes e seus filhos com idade de at? um
ano de vida, da comunidade de Barreta, situada no munic?pio de N?sia Floresta/RN,
acompanhados pela equipe de estrat?gia sa?de da fam?lia. A problem?tica se
prende ?s fragilidades na concep??o de uma pr?tica educativa humanescente que
vise o cuidado integral do bin?mio m?e e filho. Constituindo assim a garantia ao
direito da m?e ter uma gesta??o saud?vel e da crian?a de viver uma inf?ncia feliz.
Objetivando descrever e interpretar como o desenvolvimento das viv?ncias
integrativas de educa??o em sa?de, contribui para o processo de autoforma??o
maternal. Partindo deste pensamento de uma pr?tica educativa humanescente,
optou-se pelos seguintes pressupostos: a pedagogia vivencial humanescente
(CAVALCANTI, 2006) e seus princ?pios. Estes estar?o, durante a pesquisa,
relacionados ? teoria da complexidade (MORIN, 2005), ? teoria autopoi?tica
(MATURANA; VARELA, 2001), ?s abordagens transdisciplinares (MORAES, LA
TORRE, 2008), bem como aos princ?pios do SUS. A pesquisa, de abordagem
qualitativa, adota princ?pios da pesquisa-a??o, utilizando as seguintes ferramentas: a
observa??o participante existencial; a escuta sens?vel; a fotorreportagem; pr?ticas
corporais transdisciplinares e as viv?ncias l?dicas integrativas. O laborat?rio se deu
na Unidade B?sica de Sa?de de Barreta. Os encontros foram desenvolvidos atrav?s
de experi?ncias vivenciadas, nas quais foram abordadas a autoimagem e
autoestima, a modelagem, a natureza e o corpo, a Shantalla e as pr?ticas
integrativas complementares em sa?de. As viv?ncias experenciadas permitiram um
olhar sens?vel sobre as emo??es e sentimentos, resultando na corporaliza??o da
sensibilidade, ludicidade, criatividade e reflexividade, contribuindo no processo de
autoforma??o maternal humanescente
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Vliv adaptačního kurzu a třídnických hodin na klima šesté třídy základní školy / Effect of the Adaptation Course and Form Teacher Lessons on the Climate in the Sixth Class in Lower Secondary SchoolKovaříková, Markéta January 2017 (has links)
This thesis examines change of classroom climate in lower secondary school. In the theoretical part, issues of classroom climate, experiential pedagogy, adaptation courses and form teacher lessons are described from the perspective of different authors. The thesis introduces basic approaches for diagnosing classroom climate. It also gives instructions for management of form teacher lessons. B-3 questionnaire determines the current classroom climate and subsequent effects of the adaptation course among the respondents. Form teacher lessons are reported in this thesis, whose effect is also measured by the B-3 questionnaire in a longer period of the adaptation course. The results of the questionnaire investigation point to the need for regular form teacher lessons, in which the formation of a friendly climate in the classroom is realized.
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Využití deskových her pro výuku českého jazyka na 1. stupni ZŠ / Using board games in the Czech language lessons in primary schoolHyklová, Lucie January 2019 (has links)
My diploma thesis on the Using board games in the Czech language lesson in primary school is divided into two parts. The first part deals with theoretical starting points based on experiential and constructivist pedagogy. It focuses on the game from several points of view - as a free activity and joy during life and as a didactic method in which pupils' education is realized, a class climate is formed and a board game is applied. Further there are described places where you can play board games outside the school environment. The second part is devoted to the production of my own board games and their subsequent use in the teaching of the Czech language in the fourth year of primary school. In conclusion, I reflect on their suitability for teaching, highlight their advantages, possible pitfalls and suitable variations and forms of gradation. KEYWORDS Game, board game, Czech language, experiential pedagogy, constructivist pedagogy, activation methods, pupil, teaching, primary school, own experience and enjoyment
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Přínosy zážitkového vzdělávání pro osobnostní rozvoj jednotlivce / The Benefits of Experiential Pedagogy for Personal Individual DevelopmentHORTOVÁ, Ilona January 2014 (has links)
The thesis, The Benefits of Experiential Pedagogy for Personal Individual Development, deals with an importance of experiential educational courses and activities for personal development of adults. The thesis is focused on a description of circumstances that accompany actual fields of experiential educating. It emphases the impact and pedagogical benefit for an individual. The work research aim is to definite fields of personal development where the experiential pedagogy can prepare suitable training setting. The researching part of the work introduces a review of the most important fields of personal development that were acquired by individuals after passing the experiential program.
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"If you are going to last in this profession, you have to be yourself": Qualitative portraits of critical educators in urban secondary schoolsSellers, Kathleen Marie 29 March 2023 (has links)
No description available.
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