A construção da prática pedagógica dos professores do curso de ciências contábeis na educação a distância.

• Ano de defesa: 2017
• Autor(a) principal: Carvalho, Alexandro Farias de
• Orientador(a): Gilberto, Irene Jeanete Lemos
• Banca de defesa: Gilberto, Irene Jeanete Lemos, Campos, Elisabete Ferreira Esteves, Bahia, Norinês Panicacci
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Santos
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Centro de Ciências da Educação e Comunicação
• País: Brasil
• Palavras-chave em Português: prática pedagógica; educação a distância; curso de ciências contábeis
• Palavras-chave em Inglês: pedagogical practice; distance education; course of accounting sciences
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede.unisantos.br/handle/tede/3541

This work is the result of the research that investigated the pedagogical practice of the accounting sciences teacher who acts as tutor in distance higher education, aiming to understand the construction by the subjects and identify some characteristics of the teachers, regarding aspects The professional profile and the working conditions offered by higher education institutions and the didactic procedures used by the teachers in the preparation of the course and the classes. The problem of this research was raised from my experience as a teacher in distance accounting courses at a higher education institution in the city of Santos, when the students' difficulties in understanding the process of mediation proposed by the teachers were detected. Due to the technical and interpersonal limitations related to the virtual environment, which does not always lead to the physical coexistence of the classroom and does not satisfy the students' expectations and expectations. The research problematic focuses on the construction of the pedagogical practice of this teacher, trying to understand how the effective mediation between the subjects occurs. The theoretical construction of the object was based on the studies of Tardif, Pimenta, Pimenta and Anastasiou that, among others, give theoretical support to the teaching practice. Already for the study of virtual learning environments, I based the studies of Kenski and Belloni. This is an exploratory research that investigates the reality of the faculty of the Accounting Sciences Course to understand how their pedagogical practice and the necessary teaching knowledge have been developed to assure the student the effective learning in the virtual environment. In this sense, I justify the relevance of this study, a qualitative approach, which was used in the literature and semi-structured interview, aiming at the analysis of the subjects' narrative to understand the process of their practice and the acquired and applied knowledge. The results of the research showed that the pedagogical practice of the teachers of Accounting Sciences in distance education, built in the day to day between correctness and errors, is shaping and re-signification from the experiences shared with the other colleagues. Due to the fact that it has to combine this practice with the technologies that advance very quickly, the teachers feel a need for updating, keeping in mind the constant challenges posed by the students, which requires a revision of the pedagogical practices in the virtual environment. In this respect, continuing education is fundamental for the subjects, mainly due to the fact that they do not have training for higher education teaching or even for current courses at a distance. In spite of experience in this area, it is essential, in addition to continuing education, the constant dialogue with the peers and those responsible for the courses in the institution.