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Previous issue date: 2017-03-13 / O m?todo de ensino tradicional, em que o aluno ? um agente passivo no processo de aprendizagem, torna-se defasado diante do campo de atua??o profissional cada vez mais exigente do contador, e da gera??o Y, que possui diferen?as quanto ao modo de enxergar o trabalho e as rela??es sociais. Sendo assim, as IES precisam estar preparadas para a forma??o de tais profissionais que possuem caracter?sticas distintas das gera??es anteriores. As metodologias de ensino ativas, como o Problem Based Learning (PBL), v?m auxiliar nesse processo de capacita??o dessa gera??o, pois um dos seus prop?sitos ? auxiliar o aluno na constru??o do seu pr?prio aprendizado, tornando-o mais ativo no processo de ensino e aprendizagem. Diante disso, a presente pesquisa tem por objetivo analisar como os discentes percebem o desenvolvimento de compet?ncias atrav?s da aplica??o do Problem Based Learning, no componente curricular de Controladoria Empresarial. A pesquisa foi realizada com 24 alunos do Curso de Ci?ncias Cont?beis, no primeiro semestre de 2016, em que a primeira e segunda unidade foram ministradas pelo m?todo de ensino tradicional, e a terceira unidade foi ministrada pelo m?todo PBL. A t?cnica utilizada no estudo foi um quase-experimento, caracterizando-se ainda como uma pesquisa descritiva, com abordagem qualitativa e quantitativa. A coleta de dados foi realizada por meio de question?rios aplicados aos discentes e pela observa??o participante. A an?lise de dados ocorreu por meio de planilhas eletr?nicas, pelo teste t-student e por meio da an?lise de conte?do. Os resultados evidenciam que as compet?ncias necess?rias ao controller foram bem desenvolvidas com a aplica??o do PBL. Dos discentes que participaram da pesquisa: 50% se autoavaliam pior do que os seus colegas de grupo com rela??o ao desenvolvimento de compet?ncias; 91,30 % afirmam que investiram mais tempo em pesquisa; 95,65% acreditam que aprendem mais por meio do PBL, por ele possibilitar a constru??o do pr?prio conhecimento; todos afirmam que esta ? uma boa metodologia, visto que ela aproxima o indiv?duo da realidade; 69,57% consideram o PBL melhor do que o m?todo tradicional de ensino; e 86,96% acreditam que o PBL deveria ser utilizado em outras disciplinas do curso de Contabilidade. Apesar de 78,26% dos alunos afirmarem que n?o encontram dificuldades com o desenvolvimento do PBL, observou-se algumas dificuldades com a elabora??o dos problemas, hip?teses, quest?es de pesquisa, relat?rio, e com a administra??o do tempo e execu??o dos pap?is de cada discente. Percebe-se que a aplica??o do PBL ? um desafio tanto para discentes quanto para docentes, que precisam planejar de maneira cuidadosa cada passo no desenvolvimento da metodologia. / The traditional teaching method, in which the student is a passive agent in the learning process, becomes lagged behind an increasingly demanding professional field of the accountant, and the Y generation, which has differences in the way that work and social relations are viewed. Therefore, HEIs need to be prepared for the training of such professionals who have different characteristics from previous generations. Active teaching methodologies, such as Problem Based Learning (PBL), help in the process of empowerment of this generation, since one of its purposes is to assist the student in the construction of his own learning, making him more active in teaching and learning process. In view of this, the present research aims to analyze how students perceive the development of skills through the application of problem-based learning, on curricular component of Business Controllership. The study was carried out with 24 students from the Accounting Sciences Course, at the beginning of the semester of 2016, in which a first and second unit was taught using the traditional teaching method, and a third unit for the PBL method. The technique used was not the object of a quasi-experimental study, characterizing itself as a descriptive research, with a qualitative and quantitative approach. A data collection was performed through questionnaires applied to students and by participatory observation. Data analysis was performed using spreadsheets, t-student test and content analysis. The results show that competencies are in accordance with the application of the PBL. Search Results: 50% self-evaluate worse than your work group for skills development; 91.30% affirm that they invest more time in research; 95.65% believe that they learn more through the PBL, because it enables them to construct their own knowledge; All of them claim that this is a good methodology; 69.57% consider PBL better than the traditional teaching method; And 86.96% believe that the PBL should be used in other subjects of the Accounting course. Although 78.26% of the students did not have difficulties for the development of the PBL, there were some difficulties with an elaboration of the problems, hypotheses, questions of research, report, and with the administration of the time and execution of the roles of each Perceive Student. It is understood that a PBL application is a challenge for both students and teachers, who need to carefully plan each step in the development of the methodology.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23638 |
| Date | 13 March 2017 |
| Creators | Freire, Tahiana Martins |
| Contributors | 10208623515, http://lattes.cnpq.br/4460316018073490, Lima, Diogo Henrique Silva de, 01226653413, http://lattes.cnpq.br/0517005437973793, R?go, Thaiseany de Freitas, 04928505425, http://lattes.cnpq.br/0964977646712026, Ara?jo, Aneide Oliveira |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM CI?NCIAS CONT?BEIS, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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