The diploma thesis is a pilot study focused on the analysis of teacher activities, physical load and factors that influence it in teaching mathematics at primary school in mathematics teaching, in the context of activities and methods of work that the teacher puts in the context of curriculum in this educational area. In the introductory part there are necessary theoretical bases for the work and fulfillment of the set goal. Pedagogical research is realized on two probands - teachers of 1 st. Elementary School. The basic method is to analyze the teaching activities of both teachers in 4 classes. The collection of necessary data is obtained by the method of observation, where the evaluation is based on multimedia records of 7 mathematics lessons from a two-month period. At the same time, using the heart rate sensing method in both probands, we recorded average heart rate and local heart rate extremes. In the results section, the results of observations and recordings from sport-tester with graphs are interpreted, where each unit is supplemented by a discussion. The final part summarizes the results and recommendations into practice.

Made available in DSpace on 2015-12-03T18:35:01Z (GMT). No. of bitstreams: 1 Irma Filomena Lobosco.pdf: 884030 bytes, checksum: 028de2332b32893bbe9692a7fa5f83df (MD5) Previous issue date: 2007-08-30 / This study it objectified allowed us to make a comparison of approach Problem-based Learning with the conventional mode of teaching. The findings show that perceptions of the students it looked for to verifying the valid, utility and applicability of the Problem-Case of the teaching technique. Development of competences and abilities were searched inquired through of the assessment instrument for it the efficiency in the high education of the teaching in Introductory Accounting. The results of it research carried out by three High School in S??o Paulo. Therefore it the fieldwork during of the 2006 with cross-section 105 students answered analyse for statistic no-parametric. To achieve the proposed goal, an experimental research was carried out on 2007 with cross-section 78 students, regardless of the fieldwork, had allowed to evidence a positive efficiency of the Problem-Case for the development of competences and abilities in the classroom in Introductory Accounting, administered for the teacher and researcher these work paper. The research had identified a perception of the students the conventional mode of teaching process-learning to be "non-relevant, passive, and boring". Students who used the combination of both the conventional and Case-Problem method showed better gratified. / Este estudo tem por objetivo promover uma compara????o entre as abordagens Aprendizagem Baseada em Problema e ensino tradicional. Verifica-se a validade e utilidade da aplicabilidade e dos benef??cios do Caso-Problema em sua utiliza????o no ensino de Contabilidade Introdut??ria por meio das percep????es dos alunos. Procura-se investigar por meio da aplica????o do instrumento de avalia????o a efici??ncia do Caso-Problema quanto ??s compet??ncias desenvolvidas nos cursos de Gradua????o na disciplina de Contabilidade Introdut??ria. Este estudo foi inspirado nos trabalhos de Deppe et al (1991); Lovell (1992); Adler e Milne (1997??; 1997b), Hassal et al (1998) e Hansen (2006) e apresentam-se os resultados da pesquisa realizada em tr??s Institui????es de Ensino particular na cidade de S??o Paulo. Para tanto foi realizada no ano de 2006 uma pesquisa de campo com uma amostra de 105 alunos respondentes a qual foi analisada utilizando-se m??todos estat??sticos n??o-param??tricos dispon??veis, que permitiu identificar o tipo de aula que mais agrada o aluno. Empreendeu-se no ano de 2007 a pesquisa experimental com a amostra de 78 alunos, que independente da primeira, com metodologia, prop??sito e p??blico distinto e permitiu reconhecer a efici??ncia do Caso-Problema para desenvolver as compet??ncias e habilidades nas aulas de Contabilidade Introdut??ria, ministrada pela mesma professora e pesquisadora deste trabalho. Com base nos resultados, ?? poss??vel identificar que o aluno entende a aula tradicional, como um processo de ensino que n??o lhe permite transpor o conhecimento adquirido para uma situa????o da vida real, n??o concordando como aprendizagem efetiva a realiza????o de exerc??cios repetitivos, reconhecendo como mais agrad??vel uma aula com situa????es que envolvam o estudo do texto e a resolu????o de problemas reais.

Made available in DSpace on 2015-12-04T11:45:15Z (GMT). No. of bitstreams: 1 Herculano_Camargo_Ortiz.pdf: 1365066 bytes, checksum: 7a8802bae31c66dcb5faf57586dbd105 (MD5) Previous issue date: 2005-08-26 / The present work aims at presenting an alternative strategy for the transformation of an expositive class, in the accounting teaching-learning relationship. Such strategy is based on enabling the student to develop creative thinking, resulting in a sort of methodology that makes use of non-conventional resources. By showing its efficiency, breaking down prejudice against its adoption through the use of transformational techniques, such procedure reveals that tutors must always be interested in improving his or her pedagogical practice. This work is the result of the students' performance evaluation concerning the solution of exercises similar to those applied both in the former tests called "Prov??o", and those of the sufficiency exam of the Federal Accounting Council, in a private undergraduate college, within the eighth semester of the school period in 2004 at the Accounting College. The study is based on the comparison of performance results for solving exercises through two teaching strategies used in expositive accounting classes: the traditional strategy - as it is presented in traditional accounting literature - and the alternative strategy - based on non-conventional resources. The evaluation exercises that were applied focused on a diverse range of subjects, such as, Accounting Principles, Conventions and Postulates, Accounting Entry Formulas, Income Statement, Retained Earnings or Accumulated Losses Statement, and Statement of Resources and Uses of Funds. The results show that the use of non-conventional resources as a strategy to show concepts and pertinent knowledge has brought about substantial improvements in the students' average performance. / O presente trabalho tem como objetivo a apresenta????o de uma estrat??gia alternativa para transforma????o de uma aula expositiva, na rela????o ensino-aprendizagem da ??rea de contabilidade. Tal estrat??gia fundamenta-se na capacidade de estimular o pensamento criativo do aluno, gerando uma metodologia baseada na utiliza????o de recursos n??o convencionais. Na demonstra????o de sua efici??ncia, rompendo preconceitos em rela????o ?? sua ado????o e fazendo uso de t??cnicas transformadoras, esse procedimento revela que o professor deve estar sempre interessado no aperfei??oamento de sua pr??tica pedag??gica. Esse trabalho ?? resultado da an??lise do desempenho dos alunos na resolu????o de exerc??cios semelhantes aos do antigo "Prov??o" e aos do exame de sufici??ncia do Conselho Federal de Contabilidade, numa institui????o particular de ensino superior, no per??odo letivo referente ao oitavo semestre de 2004, do curso de Ci??ncias Cont??beis. O estudo baseia-se na compara????o dos resultados do desempenho na resolu????o dos exerc??cios com o uso de duas estrat??gias de ensino utilizadas em aulas expositivas de contabilidade: a estrat??gia convencional - apresentada na tradicional literatura cont??bil - e a estrat??gia alternativa - fundamentada no uso de recursos n??o convencionais. Os exerc??cios de avalia????o aplicados abordaram assuntos diversos, tais como Princ??pios, Conven????es e Postulados Cont??beis; F??rmulas de Lan??amentos Cont??beis; Demonstra????o do Resultado do Exerc??cio; Demonstra????o de Lucros ou de Preju??zos Acumulados e Demonstra????o de Origens e de Aplica????es de Recursos. Os resultados obtidos permitem concluir que o uso de recursos n??o convencionais como estrat??gia para evoca????o dos conceitos e dos conhecimentos pertinentes trouxe uma significativa melhora ao desempenho m??dio dos estudantes.

O trabalho escolar realizado na escola Waldorf com a Matemática tem na percepção sensorial seu ponto de partida. Esta dissertação pretende investigar o papel que essa disciplina desempenha, quando trabalhada sob este viés, na formação do indivíduo. Pressupõe que o autoconhecimento, advindo do amadurecimento sensorial chegando à condição de abstração e liberdade que transcende as âncoras sensoriais, permite instrumentalizar a criança e o jovem conduzindo-os à assunção da condição humana. Parte de uma revisão bibliográfica acerca da sensorialidade humana sob a perspectiva da antroposofia, aponta as etapas do desenvolvimento cognitivo humano, e percorre o desenrolar do currículo da Matemática nas escolas Waldorf, interrelacionando-os e culminando em uma reflexão sobre o tema, desvendando a relação subjacente entre o aprendizado da matemática e a formação do indivíduo. / The work with Mathematics in a Steiner School has as its starting point the sensorial perception. This dissertation will investigate the role that this subject has, when worked on such a way, on the constitution of the human being as an individual. It assumes that self knowledge, which comes from sensory maturing, reaches a condition of abstraction and freedom that transcends sensory anchors, providing tools and allowing the child to assume his/her human condition. The present assumption will be revealed through literature review on human sensory organism under the perspective of anthroposophy, study of the human cognitive development stages, and presentation of the mathematics curriculum in Waldorf schools. This analysis will show the underlying relationship between the learning of Mathematics in a Steiner School and the human process of self construction.

A presente tese investigou no ensino fundamental e médio, se as práticas pedagógicas podem ser melhoradas, introduzindo tecnologias de redes sociais e a produção de conteúdos escolares pelos estudantes, através de mídias de áudio e vídeo. A pesquisa sustentou-se numa pesquisa-ação intervencionista, através da formação de docentes e atividades práticas com estudantes. Os estudos e a fundamentação teórica tiveram as contribuições de Hilton Japiassu e Ivani Fazenda, dentre outros autores. A pesquisa utilizou duas escolas públicas com ensino fundamental e médio e participaram três docentes e cinco turmas de estudantes. A pesquisa utilizou o ambiente Facebook, através do Grupo de Estudos, pesquisas na Internet em grupo, produção dos áudios e vídeos pelos estudantes. O cronograma, a metodologia e análise da pesquisa realizada se baseou nas medidas de escalas e satisfação através dos modelos de avaliação e aplicação em TD&E de Abbad et all. As análises foram divididas entre os docentes e estudantes. Três importantes indicadores sugerem revisões nas políticas públicas de inserção das tecnologias na educação: revisão das infraestruturas, melhorias nos materiais digitais e formação permanente de docentes nas questões de tecnologias e interdisciplinaridade. Outros indicadores apontaram melhorias na comunicação, interação e colaboração dos estudantes: mídias de redes sociais na sala de aula e mídias de áudio e vídeo na produção de conteúdos escolares pelos próprios estudantes. Como contribuições da tese os resultados apontados são promissores com o uso da metodologia interdisciplinar nos cursos de formação de docentes, com o uso pedagógico das mídias sociais e tecnologias de áudio e vídeo nas atividades de sala de aula, aumentando consideravelmente o nível de motivação e interesse dos estudantes à pesquisa científica em sala de aula. A formação dos docentes voltado para práticas pedagógicas interdisciplinares e o uso pedagógico de rede social foram importantes agentes de mudança, potencializando a interação e colaboração em busca do protagonismo dos estudantes para uma aprendizagem significativa, melhorando aspectos como reflexão e autocrítica. / This main objective of this thesis was to investigate at primary and high schools if teaching practices can be improved by introducing social network Technologies and the production of educational content for students, through audio and video media. The research helded in an interventionist action through training of teaching practices and activities with students. These studies and the theoretical background had contributions from Hilton Japiassu and Ivani Fazenda, among other authors. Two public schools were used and attended three teachers and five classes of students. Facebook media environment was used by the “Study Group” and “Internet Research Group”, both groups using audio and video media. The schedule, methodology and analysis conducted in this research were based on measures of scales and satisfaction through valuation models and applications realized by TD & Abbad et all. The analysis were devided among teachers and students. Three importante indicators suggest revision to the policies of integration of technologies in education: a) a review of infrastructure, b) improvements in digital materials and c) a permanent training of teachers on issues of technology and interdisciplinarity. Others indicators showed improvements in communication, interaction and collaboration of students; social networking media at the classroom and audio and video media in the production of school subjects by the students themselves. The results obtained by this thesis strongly are pointing that the medias and methodologies used greatly increased the motivations of the students in the classroom. The training of interdisciplinary activities and the use of social medias were important agentes of change, enhancing interaction and collaboration in pursuit of the role of students to meaningful learning, improving aspects such metacognition and criticismo.

The problem of this study was to effect a comparative study of B. F. Skinner and John Dewey with respect to the development of a technology of teaching. The purposes of this study were to analyze and compare the writings of Dewey and Skinner as they relate to the development of a technology of teaching, to synthesize the findings of this analysis and comparison and direct it to the technology of teaching, and to create and enumerate new insights into the teaching phenomena. The procedures for completing the study were based upon the selection of four basic constructs which allowed a framework on which to hang a comparative study of B. F. Skinner and John Dewey as their writings related to the development of a technology of teaching. These constructs were (1) naturalism and the scientific point of view; (2) knowledge and experience; (3) evolution and control of culture; and (4) the philosophy of education as it relates to the technology of teaching. The methods used to complete the study were the analysis and synthesis of Dewey's and Skinner's writings and their relative positions to the four constructs mentioned were shown. Other authorities were also consulted in hopes that the positions of the two men might be delineated accurately. Certain selected passages of each man's writings were presented and compared hoping to show clearly the relationship between the two men's writings and how they relate to the development of a teaching technology. Any person who is concerned about education, its processes, and its outcome has an opportunity to design and thereby improve the process by the adoption of a technology of teaching as prescribed by the analysis of Dewey and Skinner, or perhaps in consequence of attempting, in light of their writings, seriously to re-think what it is we believe and do.

A globalização dos mercados trouxe, para o cenário brasileiro, impactos políticos, socioecônomicos e culturais enfatizando a figura de um homem, denominado cidadão do mundo. Devido às próprias limitações humanas, em um mundo em que as mudanças são constantes, esse cidadão tem como característica ser um eterno aprendiz. A universidade, locus de produção de identidade do país e cuja função social é formar indivíduos neste novo contexto global, se encontra em um dilema existencial: pesquisa e ensino; a superação dessa dicotomia poderá derivar de novas relações humanas na formação do sujeito-coletivo que constrói sua identidade através das possibilidades de diversidades do mundo que o circunda. Estando na aprendizagem, para a aquisição de conhecimentos ou o desenvolvimento de habilidades e atitudes pelas experiências educativas, o papel do docente como mediador em organizar estratégias (métodos e técnicas de ensino) para que o discente conheça e crie a cultura. O objetivo desta pesquisa é mapear a tipologia e freqüência de métodos de ensino em disciplinas de formação profissionalizante em engenharia de produção. Identificar, através de um estudo teórico e revisão bibliográfica, os tipos e métodos mais utilizados no ensino superior do curso de engenharia de produção, bem como as vantagens, limitações e habilidades desenvolvidas segundo a utilização adequada dessas técnicas. No estudo de caso, se analisam os métodos de ensino e as competências necessárias nas disciplinas profissionalizantes do curso de engenharia de produção mecânica da escola de engenharia de São Carlos cujos métodos de coleta foram através de questionário para os discentes e entrevistas junto aos docentes. Embora haja uma variedade de técnicas socializantes que deveriam atender aos objetivos específicos de cada disciplina, os avanços tornam-se despercebidos pela descrição da técnica. Ao menosprezar a conduta e observação docente (dimensão técnica/ética/política), durante o processo, o docente abdica de sua autoridade no processo de ensino/aprendizagem; as limitações, como a aula expositiva tradicional (centrando o conhecimento no professor), têm se tornado fonte de estagnação, desfavorecendo a amplitude do desenvolvimento do potencial humano e fazendo com que o discente não se torne co-autor de seu processo de aprender a aprender, pois limita sua fonte de investigação, criatividade e anseio de desafio. / The market globalization brought political, socieconomic and cultural impacts for the brazilian setting, emphasizing the figure of a human being, denominated citizen of the world. Due to human own limitations, in a world that every change is constant, this citizen has a feature that is to be an eternal learner. The university, locus of the production of the identity of a country, whose social role is to develop individuals in this new global context, is in an existential dilemma: research and education; the transcendence of this dichotomy can originate from new human relations in the development of the collective subject that builds his/her identity through the possibilities of the diversity of the world that surrounds him/her. During the apprenticeship, for the acquisition of knowledge or the development of skills and attitudes by educative experiences, the role of the academician as a mediator in organizing strategies (methods and teaching techniques) so that the student can know and create the culture. The goal of this research is to map the typology and the frequency of teaching methods in professionalizing development in production engineering, to identify through a theoretical study and a bibliographic review, the most used kinds and methods in the university teaching in production engineering course, as well as the advantages, limitations and skills developed according to the adequate use of these techniques. When studying a case it is analyzed the teaching methods and the necessary competences in the professionalizing disciplines in the mechanical production engineering course from São Carlos school of engineering, whose data assessment methods were quizzes for the students and interviews with the academicians. Although there is a variety of socializing techniques that should correspond to the specific goals of each discipline, the advances become unperceived by the description of the technique. When despising the academician\'s behavior and observation (technical/ethic/politic dimension) during the process, the academician resigns his/her authority during the teaching/learning process; the limitations like the traditional expositive classes (focusing on the professor\'s knowledge) have become a source of stagnation, disfavoring the range of the development of the human potential, acting in order that the student isn\'t the co-author of his/her learning to learn process, because they limit his/her investigation source, creativity and desire for challenge.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2018-06-04T20:35:32Z No. of bitstreams: 2 Ricardo Gastardeli Yamamoto .pdf: 408105 bytes, checksum: 3e481c7b8a30df5f5411d52772739961 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-04T20:35:32Z (GMT). No. of bitstreams: 2 Ricardo Gastardeli Yamamoto .pdf: 408105 bytes, checksum: 3e481c7b8a30df5f5411d52772739961 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-27 / The objective of this study is to propose a typology of Finance content focused on entrepreneurial training in undergraduate courses. It is an exploratory research with qualitative data collection and the use of the Delphi technique, applied in two rounds with the participation of 27 specialists from the areas of Entrepreneurship and Finance. Among the findings, it was identified in order of relevance that the topics (i) Working capital, (ii) Management and projection of cash flows, (iii) Behavioral finance, (iv) Personal finance and entrepreneurship, (v) Risk management and (vi) Microcredit are among the most relevant contents for entrepreneurship training in Finance. The results of the research allow the following reflections: (i) the two most well-positioned contents in this study are also topics present in the literature and papers on the subject, (ii) the inclusion of new topics in the research exposed the relevance of contents until then still little explored, contributing with new perspectives and possibilities of studies on the subject. The findings of this study generate concrete recommendations for undergraduate-level Finance education programs. It is expected that this work will contribute by bringing to light a description of the current context of Finance education for entrepreneurship training and to provide educational institutions and professors a support to become more effective in teaching Finance for entrepreneurship training. / O objetivo deste estudo ?? propor uma tipologia de conte??dos de Finan??as voltada ?? forma????o empreendedora em cursos de gradua????o. Trata-se de uma pesquisa de natureza explorat??ria com levantamento qualitativo de dados e emprego da t??cnica Delphi, aplicada em duas rodadas com a participa????o de 27 especialistas das ??reas de Empreendedorismo e Finan??as. Entre os achados, identificou-se em ordem de relev??ncia que os t??picos (i) Capital de giro, (ii) Gerenciamento e proje????o de fluxos de caixa, (iii) Finan??as comportamentais, (iv) Finan??as pessoais e empreendedorismo, (v) Gerenciamento de risco e (vi) Microcr??dito figuram entre os conte??dos mais relevantes para a forma????o empreendedora em Finan??as. Os resultados da pesquisa permitem as seguintes reflex??es: (i) os dois conte??dos mais bem posicionados neste estudo tamb??m s??o t??picos presentes na literatura e trabalhos sobre a tem??tica, (ii) a inclus??o de novos t??picos na pesquisa exp??s a relev??ncia de conte??dos at?? ent??o ainda pouco explorados, contribuindo com novas perspectivas e possibilidades de estudos sobre o tema. Os achados deste estudo geram recomenda????es concretas para os programas de ensino de Finan??as em n??vel de gradua????o. Espera-se ainda que este trabalho contribua ao trazer ?? luz uma descri????o do atual contexto da educa????o em Finan??as para forma????o empreendedora e forne??a ??s institui????es de ensino e docentes, subs??dios para que se tornem mais eficazes no ensino de Finan??as para a forma????o empreendedora.

O trabalho escolar realizado na escola Waldorf com a Matemática tem na percepção sensorial seu ponto de partida. Esta dissertação pretende investigar o papel que essa disciplina desempenha, quando trabalhada sob este viés, na formação do indivíduo. Pressupõe que o autoconhecimento, advindo do amadurecimento sensorial chegando à condição de abstração e liberdade que transcende as âncoras sensoriais, permite instrumentalizar a criança e o jovem conduzindo-os à assunção da condição humana. Parte de uma revisão bibliográfica acerca da sensorialidade humana sob a perspectiva da antroposofia, aponta as etapas do desenvolvimento cognitivo humano, e percorre o desenrolar do currículo da Matemática nas escolas Waldorf, interrelacionando-os e culminando em uma reflexão sobre o tema, desvendando a relação subjacente entre o aprendizado da matemática e a formação do indivíduo. / The work with Mathematics in a Steiner School has as its starting point the sensorial perception. This dissertation will investigate the role that this subject has, when worked on such a way, on the constitution of the human being as an individual. It assumes that self knowledge, which comes from sensory maturing, reaches a condition of abstraction and freedom that transcends sensory anchors, providing tools and allowing the child to assume his/her human condition. The present assumption will be revealed through literature review on human sensory organism under the perspective of anthroposophy, study of the human cognitive development stages, and presentation of the mathematics curriculum in Waldorf schools. This analysis will show the underlying relationship between the learning of Mathematics in a Steiner School and the human process of self construction.

Accounting professors will now be accountable for teaching their students to think critically, analyze, and evaluate information. The pressure to change accounting higher education cannot be ignored with the new version of the CPA exam, released in April 2017, which now tests analysis and evaluation skills. Have the professors made the changes in their classrooms that will help their students to be successful with this format of questioning? This research seeks to find whether professors have indeed embraced pedagogy that will enhance students’ ability to develop higher order thinking skills. The study begins by explaining changes to the CPA exam. The study provides literature review of the accounting education process, traditional methods of teaching accounting, suggested methods of teaching accounting for enhancement of critical thinking, and identified reasons for resistance to changing teaching methods. The survey is designed to identify current teaching methods in accounting classrooms. The survey seeks to discover what methods are being used to develop higher order thinking skills. The results show that lecture and demonstration of problems are still the predominant method of instruction in accounting classrooms, and these methods are not typically endorsed by research in terms of developing critical thinking, analysis and evaluation skills.