Rogério José Schuck

Tecnologias de informação e comunicação no compartilhamento de aprendizagens na educação básica

The purpose of this article is to investigate both digital and non-digital technologies used to promote the sharing of learning experiences in learning through research in Basic Education. For such, a qualitative approach was followed, with data being gathered through a semistructured interview with seven Basic Education teachers working in different areas (History, Pedagogy, Computing and Geography) in both public and private schools in the Vale do Taquari/RS/BRA region. Moreover, the individuals involved are undergraduate Master Degree at the Post-Graduation Teaching Program at a Higher Education Institution. Content analysis was used to analyze the gathered data. The theoretical foundation used for this study is based on the teaching through research presumptions and in the relation between technology and pedagogical practices. The collected data allowed for the construction of two analysis categories: a) learning experiences shared through immaterial technological resources; b) learning experiences shared through material technological resources. The results point towards the importance of producing posters and panels, as well as using the digital board, the Internet, game assembly programs and animations together with the teaching and learning processes in Basic Education.

Ética profissional e estudantes de contabilidade: análise das variáveis intervenientes

This study aims to evaluate how accounting students perceive professional ethics considering variables linked to individual factors. In terms of methodology, this was a quantitative and exploratory study, and included a cross-sectional questionnaire. The sample represented 455 students at an IES in the southern region of Brazil. Data were analysed with non-parametric Spearman, Kruskal-Wallis and post hoc Dunn- Bonferroni tests. The results show non-religious, under 25-year-old female students working in the financial/accountant field, academically mature and who have studied ethics have individual factors towards more ethic significant attitudes. Furthermore, the professional law and ethics course in the accounting programme affected future professionals’ ethic conduct. Therefore, the individual factors analysed in this study, and the ethic education, significantly influence accounting students’ ethical attitudes. However, this assumption refers solely to this study analysis, because the literature review shows multiple results in other regions.This study aims to evaluate how accounting students perceive professional ethics considering variables linked to individual factors. In terms of methodology, this was a quantitative and exploratory study, and included a cross-sectional questionnaire. The sample represented 455 students at an IES in the southern region of Brazil. Data were analysed with non-parametric Spearman, Kruskal-Wallis and post hoc DunnBonferroni tests. The results show non-religious, under 25-year-old female students working in the financial/accountant field, academically mature and who have studied ethics have individual factors towards more ethic significant attitudes. Furthermore, the professional law and ethics course in the accounting programme affected future professionals’ ethic conduct. Therefore, the individual factors analysed in this study, and the ethic education, significantly influence accounting students’ ethical attitudes. However, this assumption refers solely to this study analysis, because the literature review shows multiple results in other regions. Palavras-chave: Professional ethics. Accounting. Ethics. Education. Ética profissional e estudantes de contabilidade: análise das variáveis intervenientes

DOCENCIA EN MAESTRÍA PROFESIONAL: REGISTROS DE PERCEPCIONES Y PRÁCTICAS EN (RE)CONSTRUCCIÓN

The article presents the results of a survey conducted within a master’s post-graduate program – professional mode – involving nine teachers responsible for both the subjects within the curriculum, and the guidelines for the final papers. The objective was to investigate the epistemological realities, skills, abilities and perspectives of teachers and offer conditions to (re) build a framework for making decisions regarding the curriculum, the plans, actions and evaluations toward the master’s program’s improvement, the teaching practice and student performance. The results indicate the teacher’s commitment to education, with particular emphasis on the sharing approach between disciplines and areas of knowledge in research.El articulo presenta los resultados de una encuesta llevada a cabo dentro de los estudios de postgrado stricto sensu -modalidad maestria profesional- involucrando nueve profesores responsables de las asignaturas de la estructura curricular del master y de las orientaciones de trabajos de conclusion de curso. El objetivo fue investigar las realidades epistemologicos, las competencias, habilidades y perspectivas de esos docentes y ofrecer subsidios para (re)construir un referente para la toma de decisiones con respecto a la organizacion curricular, a planificaciones, a acciones y evaluaciones hacia el perfeccionamiento del programa, del ejercicio docente y del desempeno discente. Los resultados indican comprometimiento de los profesores con la ensenanza, con especial destaque al compartir de disciplinas y aproximacion entre areas del saber en la investigacion.

Docência em mestrado profissional: registros de percepções e práticas em (re)construção

The article presents the results of a survey conducted within a master’s post-graduate program – professional mode – involving nine teachers responsible for both the subjects within the curriculum, and the guidelines for the final papers. The objective was to investigate the epistemological realities, skills, abilities and perspectives of teachers and offer conditions to (re) build a framework for making decisions regarding the curriculum, the plans, actions and evaluations toward the master’s program’s improvement, the teaching practice and student performance. The results indicate the teacher’s commitment to education, with particular emphasis on the sharing approach between disciplines and areas of knowledge in research.El articulo presenta los resultados de una encuesta llevada a cabo dentro de los estudios de postgrado stricto sensu -modalidad maestria profesional- involucrando nueve profesores responsables de las asignaturas de la estructura curricular del master y de las orientaciones de trabajos de conclusion de curso. El objetivo fue investigar las realidades epistemologicos, las competencias, habilidades y perspectivas de esos docentes y ofrecer subsidios para (re)construir un referente para la toma de decisiones con respecto a la organizacion curricular, a planificaciones, a acciones y evaluaciones hacia el perfeccionamiento del programa, del ejercicio docente y del desempeno discente. Los resultados indican comprometimiento de los profesores con la ensenanza, con especial destaque al compartir de disciplinas y aproximacion entre areas del saber en la investigacion.

Teaching in a professional master's: records of perceptions and practices in (re)construction

The article presents the results of a survey conducted within a master’s post-graduate program – professional mode – involving nine teachers responsible for both the subjects within the curriculum, and the guidelines for the final papers. The objective was to investigate the epistemological realities, skills, abilities and perspectives of teachers and offer conditions to (re) build a framework for making decisions regarding the curriculum, the plans, actions and evaluations toward the master’s program’s improvement, the teaching practice and student performance. The results indicate the teacher’s commitment to education, with particular emphasis on the sharing approach between disciplines and areas of knowledge in research.El articulo presenta los resultados de una encuesta llevada a cabo dentro de los estudios de postgrado stricto sensu -modalidad maestria profesional- involucrando nueve profesores responsables de las asignaturas de la estructura curricular del master y de las orientaciones de trabajos de conclusion de curso. El objetivo fue investigar las realidades epistemologicos, las competencias, habilidades y perspectivas de esos docentes y ofrecer subsidios para (re)construir un referente para la toma de decisiones con respecto a la organizacion curricular, a planificaciones, a acciones y evaluaciones hacia el perfeccionamiento del programa, del ejercicio docente y del desempeno discente. Los resultados indican comprometimiento de los profesores con la ensenanza, con especial destaque al compartir de disciplinas y aproximacion entre areas del saber en la investigacion.

Iniciação à pesquisa no Ensino Superior: desafios dos docentes no ensino dos primeiros passos

Esta pesquisa descritiva teve por objetivo compreender o modo como se da a iniciacao a pesquisa no Ensino Superior a partir dos professores que atuam com as disciplinas relacionadas a essa area. As informacoes foram coletadas mediante a realizacao de sete entrevistas semiestruturadas com professores da UNIVATES. Constataram-se tres preocupacoes centrais: a) trabalhar com os alunos a compreensao do que e ciencia e do que e pesquisa; b) ensinar normativas de escrita (ABNT), metodos e tecnicas de pesquisa; e c) articular a pesquisa com o campo de atuacao do academico. Conclui-se que ha necessidade de se aprofundar a compreensao de pesquisa e de ciencia dos alunos, e que os cursos e professores das outras disciplinas assumam, conjuntamente, a responsabilidade pela formacao cientifica e etica.