Inovação pedagógica de uma disciplina do curso de Ciências Contábeis: planejamento, implementação e atuação docente

• Ano de defesa: 2021
• Autor(a) principal: Rios, Ricardo Pereira
• Orientador(a): Masetto, Marcos Tarciso
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Ciências Contábeis; Inovação Pedagógica; Metodologias Ativas; Normas Brasileiras de Contabilidade; Formação Docente; Diretrizes Curriculares Nacionais
• Palavras-chave em Inglês: Accounting Sciences; Pedagogical Innovation; Active Methodologies; Brazilian Accounting Standards; Teacher Training; National Curriculum Guidelines
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/24822

This research aims to pedagogically innovate a discipline of the Accounting Sciences course, considering the updating of the norms in the area, the Diretrizes Curriculares Nacionais (National Curriculum Guidelines) of the course, by implementing active methodologies, reflecting and reviewing the teaching role. The researcher is a professor and coordinator of the Accounting Sciences course and is concerned with the teaching practice of professors of the educational institution to which he belongs and decided to transform his concern into an object of his investigation. The accounting market has increasingly required a professional with knowledge, skills and attitudes far more than technical knowledge. Advancements in technology, globalization and changes in accounting standards are the drivers to reshape the profile of said professional. It is necessary to take ownership of innovations in higher education, both curricular and of active methodologies, which lead to the issue of pedagogical teacher training, which must be ongoing, assuming teaching as a profession. This research was carried out at a Higher Education Institution, in the countryside of São Paulo state, in a discipline of the Accounting Sciences course, at two different moments, the first in a face-to-face environment, with the participation of the researcher and an invited professor, in a class of 69 students and the second in a remote environment, with the participation the of the researcher only – performing as a professor – in a class of 44 students. The methodology used was a qualitative approach, characterized as an action-research. A sensitization process of the invited professor was carried out and the planning and development of the discipline complied with the Diretrizes Curriculares Nacionais of the course, with intervention of the researcher, selecting contents to be studied and organizing them into learning units, selecting active methodologies and suitable pedagogical techniques in order to achieve the learning objectives. An ongoing student evaluation process was established, with individual and collective evaluative activities and a course evaluation process was carried out at two moments of the semester. During the application in remote environment some adaptations were required, which led to further innovations to pedagogical practice, with the insertion of video-classes. As shown by the results, the established goals were achieved and it was possible to innovatively modify teaching practice for accounting teaching, thus contributing to more meaningful student learning and a reflection and revision of professors’ performance in their ongoing formation and professional performance