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Previous issue date: 2012-12-14 / The Problem-Based Learning (PBL) method aims to make students capable of building their knowledge in conceptual, procedural and attitudinal ways by posing problems that will introduce them to situations designed to motivate them and prepare them for the working world. Problems are designed as simulations similar to real world challenges. Two questions were formulated: 1. When evaluating the work of the PBL method, applied to the course of business administration, can it be stated that it agrees with the theoretical assumptions of the PBL method? 2. What are the challenges to improving the PBL in the business administration course? This PBL method, used in a university in the state of S?o Paulo, in the course of business administration, led us to perform research, and specifically: 1. To evaluate the consistency between the theory and the application of method; 2. Analyze the teaching tools currently used for the development of the method, in order, to verify its effectiveness with respect to meeting the objectives outlined by PBL; 3. Identify possible changes aimed at improving the application of the method based on ideas from teachers and students. We analyze specifically the disciplines of finance, involving theoretical and mathematical concepts. To meet the proposed objectives, we use three instruments for data collection: document analysis of the pedagogical project of the course and instructional materials used for the development of PBL, interviews with all (five) teachers of the finance department, with the former director the Center for Economics and Business Administration, with the former director of the School of Management and with the acting director of the School of Management, and finally with a questionnaire given to 50 students of business administration who have already studied finance. The results indicate that there is consistency between the theory and the application of PBL in the Financial Management discipline, but there are, according to the teachers, a difficulty in the applying the PBL method in Financial Mathematics. In view of both the students and teachers, the PBL method enables the building of conceptual and attitudinal knowledge. The paper also emphasizes the difficulties with the PBL method and necessity for improvement in the application of the PBL method. We emphasize the need for some improvement in teaching practice with regard to the requirements for completing the reports made by the students; the discussion of the definition of the roles undertaken by students (leader, writer, spokesman and researchers) at the beginning of each module; the recommendation of having another second teacher working with the primary teacher in library and correcting reports, reducing the workload of the primary teacher; the panel discussion on the possibility of reversing the weights of formative and summative assessment which currently represent 40% and 60% respectively, highlighting assessment instruments which need to be reviewed. It is expected that the results of our study can be used as a source of information and improvement of the PBL / O m?todo Problem-Based Learning (PBL) tem como prop?sito tornar o aluno capaz de construir o aprendizado conceitual, procedimental e atitudinal por meio de problemas propostos que o exp?e a situa??es motivadoras e o prepara para o mundo do trabalho com simula??es pr?ximas ? realidade que enfrentar?. Duas quest?es norteadoras foram formuladas: 1. Ao se avaliar o trabalho desenvolvido a partir do m?todo PBL, aplicado no curso de Administra??o, pode-se afirmar que o mesmo est? de acordo com os pressupostos te?ricos do referido m?todo?; 2. Quais os desafios para o aprimoramento do PBL no curso de Administra??o? O referido m?todo, utilizado em uma universidade do interior do estado de S?o Paulo, no curso de Administra??o, nos motivou a realizar a pesquisa, e especificamente: 1. Avaliar a coer?ncia entre os pressupostos te?ricos e a aplica??o do m?todo; 2. Analisar os instrumentos did?ticos atualmente empregados para o desenvolvimento do m?todo, com a finalidade de verificar sua efici?ncia no que tange ao cumprimento dos objetivos tra?ados pelo PBL; 3. Identificar poss?veis mudan?as visando o aprimoramento da aplica??o do m?todo a partir das concep??es de docentes e discentes. Analisamos, especificamente, as disciplinas de finan?as, que envolvem conceitos te?ricos e matem?ticos. Para responder aos objetivos propostos, utilizamos tr?s instrumentos na coleta de dados: an?lise documental do Projeto Pedag?gico do curso e de materiais instrucionais utilizados para o desenvolvimento do PBL; entrevistas com todos os professores (cinco) do grupo de finan?as, com o ex-diretor do Centro de Economia e Administra??o, com o ex-diretor da Faculdade de Administra??o e com o diretor em exerc?cio da Faculdade de Administra??o; e aplica??o de question?rio com 50 alunos do curso de Administra??o que j? cursaram a disciplina de finan?as. Os resultados obtidos indicam que h? coer?ncia entre os pressupostos te?ricos e a aplica??o do PBL na disciplina de Administra??o Financeira, mas h?, segundo os docentes, uma dificuldade na aplica??o do referido m?todo na disciplina de Matem?tica Financeira. Na vis?o dos alunos e docentes o m?todo propicia a constru??o de conhecimentos conceituais e atitudinais. O trabalho enfatiza, ainda, as dificuldades e necessidades de aprimoramento na aplica??o do referido m?todo. Destacamos a necessidade de alguns aprimoramentos na pr?tica docente no que se refere ?s exig?ncias de preenchimento dos relat?rios realizados pelos alunos; ? discuss?o da defini??o dos pap?is desenvolvidos pelos alunos (l?der, redator, porta-voz e pesquisadores) no in?cio de cada m?dulo; ? recomenda??o de se ter um segundo docente trabalhando em conjunto em biblioteca e corrigindo os relat?rios, reduzindo a carga de trabalho do professor titular; ? discuss?o do grupo sobre a possibilidade de se inverter os pesos da avalia??o formativa e somativa que hoje representam 40% e 60% respectivamente, salientando que os instrumentos de avalia??o precisam ser revistos. ? esperado que os resultados obtidos possam servir como fonte de informa??o e de aprimoramento do uso do m?todo PBL em cursos do ensino superior, em especial, no curso de Administra??o.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/705 |
| Date | 14 December 2012 |
| Creators | Borochovicius, Eli |
| Contributors | Tortella, Jussara Cristina Barboza, Tassoni, Elvira Cristina Martins, Arag?o, Jos? Euz?bio de Oliveira Souza |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Educa??o, PUC-Campinas, BR, CCHSA ? Centro de Ci?ncias Humanas e Sociais Aplicadas |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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