Vilma Geni Slomski

TECNOLOGIAS E MEDIAÇÃO PEDAGOGICA NA EDUCAÇÃO SUPERIOR A DISTANCIA

Este estudo investigou as percepcoes sobre limites e possibilidades do uso pedagogico das tecnologias na educacao superior a distancia de docentes que atuam em um curso presencial de ciencias contabeis. Realizou-se uma pesquisa descritiva - qualitativa, os dados foram coletados por meio de formulario online com questoes “abertas” e analisados por meio da analise de conteudo. Constatou-se que os beneficios da EaD, na visao dos docentes sao “o acesso a educacao superior”; a “flexibilizacao do tempo e do espaco”; a “autodisciplina e a autoaprendizagem do aluno”. Como pontos criticos citaram a “falta de formacao para a inclusao digital do grupo de professores e alunos e a “dificuldade para promover a interacao”. Como desafio citaram a “superacao da ausencia da relacao direta aluno/professor, o “face-a-face”, tipico da sala de aula; o “uso de estrategias e recursos que promovam a troca de experiencias e a interacao”; o “perfil do aluno”; a ”falta de maturidade” a “autodisciplina” . Conclui-se, assim, que, as midias digitais sao vistas pelos docentes ainda como instrumentos didaticos apenas, fato que dificulta uma leitura mais critica das tecnologias e a exploracao de todo o potencial que possuem, principalmente como meio de expressao e de producao cultural. Palavras

New Technologies in Higher Education: Possibilities and Limits of Distance Education (DE) in the Vision of Teachers in a Classroom That Affect Accounting Course

This study investigated the perceptions about the limits and possibilities of the modality of distance education for teachers working toward a degree in accounting sciences in the face modality offered by an HEI in Sao Paulo, seeking to identify aspects that can influence the use of digital media in higher education. To do so, performed an exploratory research - quantitative. Data were collected through a questionnaire applied in situ, with closed and semi - structured questions. The results show that despite being digital media resources that enhance teaching practice and qualifying higher education there are prejudices and misinformation by some teachers who are not yet confident and secure on this mode of education and the benefits of using new technologies for effective teaching practice as well as for a more meaningful student learning. On the other hand, the views of teachers shows that digital media can improve the quality of classes and can improve the quality of higher education. It is concluded that teachers are receptive to the integration of new technologies as a pedagogical resource, but still lack knowledge so that they can maximize the use of such technologies and understand the benefits that distance education can provide. Full Paper PDF: http://www.contecsi.fea.usp.br/envio/11contecsi-files/papers/786/submission/director/786-2479-1-DR.pdf

NEW TECHNOLOGIES IN MEDIATION PEDAGOGICAL OF ACCOUNTING EDUCATION: A DISCUSSION FROM PUBLISHED RESEARCHES THE ENANPAD IN THE PERIOD 2005-2009

This study aimed to characterize and analyze researches on new technologies in accounting education published on EnANPAD in the period 2005 to 2009. Therefore, it was carried out an exploratory - qualitative research. Data were collected through document analysis. It was found in the evaluated researches, the concern to emphasize the importance of the use and acceptance of new technology in accounting education; the predominance of quantitative-descriptive approach; followed by the technique of the questionnaire in the collect and the statistic on the data analysis. Limitations were noted concerning a greater articulation between theme, problem and research objectives, as well as larger theoretical and methodological consistency. Such difficulties may have affected the results and conclusions made. It follows that, difficulties and limitations of epistemological order, can impair the validity and importance of the researches and, this way larger and scientific contributions to the field of the knowledge in question

KNOWLEDGE MANAGEMENT AT THE UNIVERSITY: THE POLITICAL EDUCATIONAL PROJECT FOR THE ACCOUNTING SCIENCES COURSE AND THE CURRICULUM AS INSTRUMENTS OF ITS ESTABLISHMENT

A new science model and novel epistemological trends appear and determine other ways of conceiving and representing reality; this way, they reach new fields of knowledge, intertwining the pedagogical discourse and practices that build and constitute the everyday life of the University. This article aims at reflecting on the ways knowledge is managed at the University, and tries to identify and point out the processes that guide the collective construction of the Political and Educational Project of the Accounting Sciences course, having the curriculum as its instrument of establishment. To do so, a theoretical essay was developed containing the discussion of studies and research that critically analyze the current university model and its consequent curricular organization (MAZETTO, 2003; PIMENTA, 2002; LIBANEO, 2001; CUNHA, 2001). The counterpoint is the presentation and discussion of studies that defend the collective construction of the Political and Educational Project of the course; the reflexive pedagogical practice; and the structuring of interdisciplinary curricula (DIAS, 2005; CHAUI, 1999; MORAES, 1996; CUNHA, 1998; SANTOS 2006; MORIN, 2005; FAZENDA, 2002; MAZETTO, 2003; LIBANEO, 2001; PIMENTA, 2002). It became evident that participative management of IES (higher education institutions) requires an integrated view of knowledge, and interdisciplinary attitude. These epistemological principles become visible in the context of university education by means of the collective construction of the PPP; the organization of globalized curricula; as well as collective pedagogical practices, common to and enlightening the very teaching experience. The conclusion reached is that democratic management requires not only a dialogic relationship among the ones involved, but also the use of techniques and human abilities efficient and adequate to the objectives pursued by Higher Education, especially under graduation courses.