▼ The absence of financial education throughout the K-12 experience results in most undergraduate students lacking the financial literacy needed to make better financial decisions. Studies by the OECD and Serasa Consumidor, together with other studies cited throughout this work, show there is still a long way to go to implement a strong policy for Financial Education. This study assesses the levels of financial literacy of the undergraduate students at FECAP using a questionnaire similar to the one developed by the OECD. The survey has been carried out with 564 students who attend the evening courses and are either in the first or in the last semester of undergraduate degree programs. I investigate the relations between sociodemographic variables and courses and the level of Financial Literacy. The results indicate that FECAP s students have a high level of Financial Literacy up to 2.39 points in a scale whose maximum is 3 points. That represents a performance of 79%. This result is 19 percentage points above that of a study conducted by Serasa Consumidor and IBOPE (2014), which found that individuals with higher education had a performance of 60% . Students in the senior year of college have more Financial Knowledge than the freshmen. Students of Accounting, who comprise most of the sample with 166 individuals, presented the best results regarding Financial Knowledge.This study indicates that sociodemographic factors, such as gender, age and religion are related to Financial Literacy Advisors/Committee Members: Oliveira, Raquel de Freitas (advisor), CPF:67646778672 (advisor), http://lattes.cnpq.br/7295896195225268 (advisor).

▼ The Brazilian University Education attends an ever growing demand of students from the secondary school. The government, in a certain way, has been taking some measures in order to find a solution to the Education problem, which has been causing several changes in the Educational Institutions that are part of this system, as well as in the legislation that regulates the dynamics of this sector. In such context, a new form of Professional Education emerges, the Technology University Courses. Being searched for continuously by students back in the 70's, they now recover their importance in the Superior Education scenario with a new format based on essential competences so that the student can receive a graduation degree along with a diploma and have a well defined professional role in the labor market, where the competitive advantage is more and more within the scope of its Human Resources. In this regard, this piece of work refers specifically to the implantation of these courses with this new format in the city of S??o Paulo, commercial center of vital importance in Brazil. In order to reach the objectives of this work, a theoretical bibliographic research was necessary, as well as the study of the present legislation and interviews with the Head People of Private Institutions that have implanted such courses initially and served as experimental cases to make the curricula by competences the way they are made today - in a modular way, with a short duration, low costs for the student and the possibility of a continuity of the studies in matter of Post-Graduation, either Lato or Stricto Sensu. From the results achieved on the interviews and using theoretical foundation as basis, the Technology University Courses, also known as Tecn??logos, represent an extremely important role in the Education and a very important role in the Private Education Institutions, where they found a solution to fill the classrooms that had been threatened after the extinction of Technical Courses in the secondary school. Advisors/Committee Members: Nunes, Rog??rio da Silva (advisor), CPF:29618428087 (advisor), http://lattes.cnpq.br/5028652040342131 (advisor).

▼ The study of the teaching profession has been the subject of research in different contexts, among the different approach of possibilities this theme stands out in recent years, the reflections that seek to understand the genealogy of the profession, that is, knowledge and expertise that it demands. This research aimed to outline a profile of the knowledge underlying the pedagogical practices of teachers who work in an accountancy course offered by a university in the state of Sao Paulo, trying to identify what kind of knowledge permeate the actions of teachers in room college tuition as well as the knowledge that there are manifest. To this end, we carried out an exploratory study of qualitative approach. Data were collected through an online form and analyzed using content analysis to the free issues and statistics for the structured questions. It was found that the knowledge underlying the pedagogical practice of the investigated teachers are related to the ability to select a topic from the given subject content and make connections with the goal and the teaching methodology and use assessment instruments and procedures student learning. However, they were not highlighted in the reports of the classes, what are the criteria in the evaluation processes used. On the other hand, it stands out as the predominant practical knowledge of these teachers, knowledge of the specific content of the given discipline and its teaching specifies, which allows the teacher to find ways to make the content understandable to students. It follows therefore that the practical knowledge, built on the action of teachers is characterized by a knowledge existential, social and pragmatic permeated by beliefs, values and ethical principles arising from their trajectories and livings, the accounting profession, the teaching and sharply the context in which they operate. Advisors/Committee Members: SLOMSKI, Vilma Geni (advisor), http://lattes.cnpq.br/4037547425398159 (advisor).

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Capes.

Esta pesquisa insere-se na Linha ???Educa????o, Cultura Corporal e Lazer??? do PPGE/Faced/Ufba e no Grupo Lepel/Faced/Ufba. O seu objeto de estudo ?? a forma????o dos professores de Educa????o F??sica para o trabalho cient??fico. Investigamos uma possibilidade de trato com o conhecimento no Eixo Trabalho Cient??fico do Curso de Licenciatura em Educa????o F??sica da Faced/Ufba, cujo curr??culo foi reconceptualizado com base na proposta da Licenciatura Ampliada. O objetivo foi analisar uma possibilidade de trato com o conhecimento para o Eixo Trabalho Cient??fico do referido Curso, sistematizando objetivos e diretrizes e uma proposta de sele????o e de organiza????o de conte??dos. Nosso problema de pesquisa foi: Considerando o atual grau de desenvolvimento do modo de produ????o capitalista na sua fase suprema (imperialismo), o projeto hist??rico de supera????o do capitalismo a ser concretizado pela luta da classe trabalhadora organizada, o embate de projetos na forma????o da classe trabalhadora, dos professores e, em espec??fico, dos professores de Educa????o F??sica, o projeto de forma????o da classe trabalhadora fundado em consistente base te??rica, os pressupostos te??ricos que fundamentam a Licenciatura Ampliada, o trabalho pedag??gico com a cultura corporal como especificidade do trabalho dos professores de Educa????o F??sica, como poder-se-ia tratar o conhecimento no Eixo Trabalho Cient??fico do Curso de Licenciatura em Educa????o F??sica, de car??ter ampliado, da Faced/Ufba, na perspectiva de desenvolver a atitude cient??fica dos estudantes sobre o objeto cultura corporal e o trabalho pedag??gico? Tratou-se de uma pesquisa documental composta pelas seguintes etapas: (a) revis??o bibliogr??fica em teses, disserta????es e artigos cient??ficos sobre a tem??tica ???trabalho cient??fico na forma????o de professores de Educa????o F??sica???; (b) an??lise do Projeto Pol??tico Pedag??gico do Curso de Licenciatura em Educa????o F??sica da Faced/Ufba e dos documentos do Eixo Trabalho Cient??fico; (c) revis??o bibliogr??fica das obras cl??ssicas que tratam da base te??rica que sustenta o Curso ??? dial??tica materialista, pedagogia hist??rico-cr??tica e abordagem cr??tico-superadora ??? e da produ????o cient??fica sobre a Licenciatura Ampliada e; (d) revis??o bibliogr??fica do conhecimento a ser tratado no Eixo Trabalho Cient??fico. Conclu??mos que a forma????o dos professores de Educa????o F??sica para o trabalho…

Advisors/Committee Members: Peixoto, Elza Margarida de Mendon??a, Barata-Moura, Jos?? Adriano Rodrigues, Taffarel, Celi Nelza Zulke, Moradillo, Edilson Fortuna de, S??nchez Gamboa, Silvio Ancisar, Albuquerque, Joelma de Oliveira, S??, K??tia Oliver de.

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Esta tese tem como objeto a organiza????o d o trabalho educativo com o jogo na forma????o em educa????o f??sica. O problema emerge da pluralidade de compreens??o desse conte??do no ??mbito filos??fico, cient??fico e pedag??gico cujos desdobramentos incide m diretamente na qualifica????o de professores e no processo de forma????o humana. Partindo da literatura cl??ssica, objetivou selecionar os conte??dos sobre o jogo, analisar a sua l??gica para a forma????o na perspectiva materialista e dial??tica da hist??ria e sist ematiza - lo de forma que contribua para uma poss??vel organiza????o curricular . Das explica????es sobre o jogo obtidas a partir de seis autores selecionados, foram analisados os pressupostos ontol??gicos e gnosiol??gicos bem como as raz??es que o sustentam como um conte??do a ser ensinado. A partir dos nexos entre o que a literatura cl??ssica aponta sobre o jogo , d os fundamentos da teoria hist??rico - cultural e da pedagogia hist??rico - cr??tica, foi propo sta uma sistematiza????o d o ensino com os seguintes eixos : E studo das manifesta????es objetivas do jogo e do brinquedo produzidos pela humanidade; a n??lise dos pressupostos ontol??gicos e gnosiol??gicos das teorias do jogo aventadas pelos autores cl??ssicos ; e studo da origem e desenvolvimento do jogo e do brinquedo; i nvestiga????o s obre a fun????o social do jogo e da sua necessidade para a forma????o humana; e c ompreens??o e an??lise do desenvolvimento da estrutura da atividade l??dica ocorrida no jogo (argumento/tema, pap??is desempenhados, motiva????o e regras), considerando a periodiza????o d o desenvolvimento mental da teoria hist??rico - cultural. Finalmente e simultaneamente ao processo de transmiss??o desses conhecimentos para que os professores sejam formados a ensinar , foi indicada a produ????o de materiais did??tico - pedag??gicos na forma de jogos e brinquedos considerando os fundamentos do ensino desenvolvimental (Davidov) a respeito da eleva????o do pensamento emp??rico ao pensamento te??rico.

This thesis has as study objetc the organization of the educational work with the game in the formation in physical education. The problem…

Advisors/Committee Members: Peixoto, Elza Margarida de Mendon??a, Taffarel, Celi Nelza Zulke, Moradillo, Edilson Fortuna de, Viegas, Lygia de Souza, Ferreira, Ant??nio Leonan Alves, Pereira, Maria de F??tima Rodrigues, Silva, Maur??cio Roberto da, Peixoto, Elza Margarida de Mendon??a.

▼ This paper considers that the knowledge of accounting has different use and demanding levels, regarding accountants and non-accountant users. The study observes existing post-graduation courses in business administration, lato sensu, at S??o Paulo city, which business objectives considers filling up accounting needs for students from different graduation than accounting, those who, through a MBA course, look for a technical complement in order to meet their employers demand. The author points the need to improve the teaching-learning process of the accounting contents to non-account public, process itself analysed according to the quantified exceptions methodology . Based on interviews and a research, done with Coordinators and Accounting teachers, a reasonable data information was obtained, which made possible elaborate relevant comments regarding the existing problem and the forecasted hypotheses involved. The research questions were development taking into consideration the teaching process phases and its teaching keysuccess factors on accounting education for non-accountants, as follow, a) Program content; b) Student selection process; c) Teaching available infrastructure; d) Teaching / didactic process; e) Teacher; and f) Evaluation criteria. Based on several tables, derived from the research and interviews, the author presents, in the end, his consideration about the subject and raises some other questions in order to improve the accounting education process for non-account public, highlighting the following: 1) the teaching system needs to be better understood; 2) the examples, exercises and application have to be revised to the focus-public; 3) The MBA courses should consider in it s curricula an specific discipline concerning account teaching for non-account; 4) a better integration and synergy between the course disciplines and 5) awareness about the causes and effects regarding the key-factors discussed in this paper. Advisors/Committee Members: Peleias, Ivam Ricardo (advisor), CPF:01402220812 (advisor), http://lattes.cnpq.br/1583907056732686 (advisor).

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O presente estudo se prop??s a investigar os pressupostos ontol??gicos, gnosiol??gicos, axiol??gicos e teleol??gicos da Concep????o Materialista e Dial??tica da Hist??ria como teoria do conhecimento, na tentativa de reconhec??-los no Projeto Pol??tico Pedag??gico do Curso de Licenciatura em Educa????o F??sica da UFBA na perspectiva ampliada. Para isso tomamos a Pedagogia Hist??rico-Cr??tica e a Metodologia Cr??tico-Superadora como refer??ncias pedag??gicas norteadoras do processo de forma????o humana. Considerando este horizonte, delimitamos como objetivo geral Analisar a contribui????o da Pedagogia Hist??rico-Cr??tica e da Metodologia Cr??tico-Superadora para a produ????o do Projeto Pol??tico Pedag??gico do Curso de Licenciatura em Educa????o F??sica da UFBA, com o fim de nos objetivos espec??ficos Reconhecer os pressupostos ontol??gicos, gnosiol??gicos, axiol??gicos e teleol??gicos que sustentam o projeto de licenciatura de car??ter ampliado para a forma????o de professores de Educa????o F??sica da UFBA, a Identificar na teoria de base do projeto de licenciatura de car??ter ampliado para a forma????o de professores de Educa????o F??sica da UFBA, o projeto que o est?? subsidiando. A hip??tese que est?? norteando este projeto de pesquisa ?? que o Projeto Pol??tico Pedag??gico da Licenciatura de Car??ter Ampliado, desenvolvido na UFBA, est?? orientado pelos pressupostos, ontol??gicos, gnosiol??gicos, axiol??gicos e teleol??gicos da Concep????o Materialista e Dial??tica da Hist??ria, presentes tamb??m, na Pedagogia Hist??rico-Cr??tica e na Metodologia do Ensino da Educa????o F??sica. O estudo em quest??o configura-se como em uma pesquisa bibliogr??fica e documental, para isso adotamos como referencia Marconi e Lakatos (2010). Ser??o considerados como referencias os (1) estudos da ontologia, gnosiologia, axiologia e teleologia (POLITZER, 2001; LOMBARDI, 2009); as (2) contribui????es cl??ssicas da Concep????o Materialista e Dial??tica da Hist??ria (MARX, 2001, MARX e ENGELS, 2007); as (3) contribui????es cl??ssicas para a produ????o da Pedagogia Hist??rico- Cr??tica (SAVIANI, 2007 E 2008; DUARTE, 2008, 2010; SAVIANI e DUARTE, 2012; MARSIGLIA, 2011; GASPARIN, 2012) e as (4) contribui????es cl??ssicas para a produ????o da Metodologia Cr??tico Superadora (COLETIVO DE AUTORES, 1992 E 2012, TAFFAREL, 2012, ESCOBAR, 1997). O resultado da pesquisa est?? aqui apresentado em 06 cap??tulos, em que no primeiro cap??tulo explicamos a…

Advisors/Committee Members: Peixoto, Elza Margarida de Mendon??a.

▼ The present work has investigated from the point of view of the financial education, if the university??s students are a potential market for the popularization of equities investment and if the creation of a brokerage office, or something similar, within the educational environment, would be feasible. To achieve the general and specific objectives, it has been done interviews with managers from the educational area, managers from the capital market, and research through a questionnaire survey with students with a higher education and also a review of the literature related to financial education. The results of the research indicated that there are huge student??s interest in learning financial education; the creation of a brokerage office, or similar, within the university area was well received by educational managers as well as capital market managers, with the only requirement to combine financial practice to the theory given by the academy. It is intended that this research provides guidance popularization actions, both by the exchange as well as stockbrokers and investment agents, emphasizing the importance of bringing knowledge about finance to the people so we can have a solid foundation in the country of aware investors Advisors/Committee Members: Iizuka, Edson Sadao (advisor), CPF:09354415814 (advisor), http://lattes.cnpq.br/1786518174947606 (advisor).

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A participa????o dos destinat??rios nos processos decis??rios tornou-se uma quest??o importante no ??mbito das pol??ticas p??blicas. No entanto, a literatura evidencia que as expectativas dos alunos sobre sua pr??pria inclus??o s??o, em grande medida, ignoradas pelas organiza????es educacionais do Direito, especialmente na sele????o dos programas que orientam a comunica????o educativa. Essa indiferen??a em rela????o ?? expectativa do aluno emerge no contexto de altas taxas de evas??o do ensino superior e de insucesso dos examinandos no Exame de Ordem dos Advogados do BRASIL, que, em 2017, foi estimada em 49% e 83%, respectivamente. Diante desse cen??rio, s??o relevantes observa????es sociol??gicas do Direito e da Educa????o que se prop??em a observar as expectativas e frustra????es comunicadas pelos discentes em rela????o ?? sua pr??pria inclus??o/exclus??o em face dos programas das organiza????es educativas. Isso porque eles decidem sobre a inclus??o e a exclus??o dos discentes no Sistema da Educa????o. No sentido de realizar esta investiga????o, a Faculdade de Direito da Universidade Federal da Bahia (FDUFBA) foi o sistema organizacional selecionado para o desenvolvimento de um estudo de caso guiado pela seguinte quest??o principal: a frustra????o de expectativas dos discentes da FDUFBA em rela????o ?? sua inclus??o no Sistema da Educa????o produz novas formas de inclus??o e exclus??o neste sistema? Diferentes t??cnicas de coleta de dados foram utilizadas nesta pesquisa de natureza qualitativa e emp??rica com vistas a triangular as informa????es coletadas: revis??o de literatura; an??lise documental; question??rio semiestruturado (escala likert) aplicados aos discentes; e um grupo focal com representantes de organiza????es estudantis da FDUFBA. Os resultados dessa pesquisa permitiram observar a educa????o jur??dica como uma programa????o do sistema educativo. Uma programa????o que d?? suporte a outras subprograma????es. A observa????o da educa????o jur??dica na FDUFBA permitiu a identifica????o de quatro subprograma????es: a acad??mica, a praxista, a popular e a concursanda. A partir de tais subprograma????es foi poss??vel observar que a expectativa de inclus??o dos estudantes n??o corresponde aos programas centrais (concursanda e praxista) desenvolvidas na FDUFBA. No entanto, h?? evid??ncias de que a frustra????o das expectativas dos estudantes estimulou e estimula a cria????o de…

Advisors/Committee Members: Carneiro, W??lber Araujo, Teixeira, Cristina Maria D'Avila, Carneiro, W??lber Araujo, Teixeira, Cristina Maria D'Avila, Freitas, Carlos Eduardo Soares de.

▼ The Government Accounting Brazilian converges IPSAS, were created several standards, impacting Demonstrative and Subsystems. Meantime, there are conflicting aspects and HEI are to prepare the graduate with skills required. Having that said, this research objective to identify the perception of teachers of the Government Accounting about the teaching conditions and the need in Courses of Accounting in the Baixada Santista region. Was conducted exploratory and qualitative research; data collection techniques were interview and document analysis. Were taken sample, 7 teachers who teach the discipline in 7 courses in accounting sciences in HEI in the region in 2015. It requested the teaching plans to 7 teachers. The results showed that 42.85% are accountants, 42.85% has Masters, 71.42% have up to 6 years of experience. In teaching strategies and evaluation, expositive classes and exercises were the most mentioned. All use tests, practical exercises and assignments. Regarding workload, 71.42% have reported failure. As for literature, lack autonomy of teachers, most use outdated plans. As for NBCT16, 57.14% say they consider the program. About the last question, it was sought to go deeper concerning what??s taught, 100% do not address differences between MCASP and IPSAS, 42,85% use the current subsystems and property aspects. It got to the conclusion and, it??s recommended, changing plans after 6 months, sources?? inclusion teacher autonomy in preparing the plan, expansion of the workload and expansion of content regarding on MCASP / IFAC / NBCT16. Though there??s an affirmation from all teachers that applied content so far meets the demands of the contests for Accountant, the results demonstrate that there are need to expand the expertise to students. Advisors/Committee Members: PELEIAS, Ivam Ricardo (advisor), http://lattes.cnpq.br/1583907056732686 (advisor).

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Esta disserta????o foi estruturada sob o formato de cole????o de artigos, ambos de natureza qualitativa, de car??ter descritivo explorat??rio, realizados com os cursos de enfermagem, fisioterapia, fonoaudiologia, medicina, nutri????o, odontologia e sa??de coletiva da Universidade Federal da Bahia (UFBA). Os cursos analisados foram norteados a partir da leitura do projeto pedag??gico. Em ambos os estudos, foi utilizada uma entrevista, como instrumento de investiga????o, aplicada aos coordenadores dos cursos elencados. Para facilitar a an??lise dos resultados, foi utilizada a proposta de an??lise de conte??do proposta por Bardin. Assim, o primeiro artigo nomeado ???An??lise das atividades de integra????o ensino-servi??o desenvolvidas em cursos de sa??de da Universidade Federal da Bahia???, teve como objetivo analisar as atividades de integra????o ensino-servi??o que colaboram no processo de forma????o superior, demonstrando como estas atividades est??o sendo desenvolvidas, os cen??rios de pr??tica existentes e as principais dificuldades pertinentes ?? rela????o entre a universidade e os servi??os de sa??de Foram encontrados 8 tipos de atividades de integra????o ensino-servi??o, 57 cen??rios de pr??tica e listadas as principais dificuldades. Conclui-se que a UFBA contempla atividades na ??rea de sa??de que viabilizam a integra????o-ensino no processo de forma????o superior, embora existam algumas dificuldades nesta rela????o. J?? o segundo artigo, com o t??tulo ???Est??gio curricular supervisionado: diversificando cen??rios e fortalecendo a integra????o ensino-servi??o para o processo de forma????o superior em sa??de na UFBA???, teve como objetivo investigar o est??gio curricular supervisionado como um componente de atividade de integra????o ensino-servi??o no processo de forma????o superior de cursos de sa??de oferecidos pela UFBA, analisando seu desenvolvimento e elementos que fazem parte do componente curricular, como a carga hor??ria e os cen??rios de pr??tica. A carga hor??ria de est??gio dos cursos foi relacionada ??s premissas das Diretrizes Curriculares Nacionais (DCN), com exce????o do curso de Sa??de Coletiva que foi relacionado ao Regimento Interno do Curso e ao Regulamento de Ensino de Gradua????o e P??s- e quanto aos cen??rios de pr??tica foi realizada uma divis??o em categorias: Unidades de Aten????o B??sica, Unidades Hospitalares e outros cen??rios. Ficou evidente nos resultados que o est??gio colabora na forma????o acad??mica, mesmo que a rela????o de…

Advisors/Committee Members: Veras, Renata Meira, Santos, Liliana, Trippo, Karen, Silva, Lu??s.

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Funda????o de Amparo ?? Pesquisa do Estado da Bahia

A presente pesquisa foi constitu??da a partir da necessidade de disputarmos a dire????o da forma????o de professores, uma vez que consideramos essencial, para a disputa dos rumos mais gerais da forma????o humana, a forma????o de professores engajados ?? luta pela eleva????o do padr??o cultural da classe trabalhadora. Orientados por esta perspectiva, apresentamos como objeto de estudo espec??fico a forma????o de professores de Educa????o F??sica. Realizamos uma pesquisa bibliogr??fica e documental a partir da refer??ncia do materialismo hist??rico-dial??tico e apresentamos como objetivo contribuir teoricamente para o desenvolvimento de uma tend??ncia de forma????o de professores de Educa????o F??sica cujo lastro formativo se opusesse diametralmente ao processo de produ????o e reprodu????o do capital e que contivesse em si par??metros te??rico-metodol??gicos capazes de contribuir com a necessidade de transi????o de modo de produ????o e reprodu????o da vida. Ap??s analisarmos as media????es entre a crise estrutural do capital, a mundializa????o da educa????o e a forma????o de professores a partir da contradi????o entre for??as produtivas e rela????es de produ????o e de apresentarmos as tend??ncias pedag??gicas que sustentam a dire????o da forma????o de professores de Educa????o F??sica no Brasil, indicamos possibilidades de ess??ncia para o desenvolvimento de par??metros te??rico-metodol??gicos para a forma????o de professores de Educa????o F??sica considerando a categoria da transi????o e as experi??ncias de pedagogias socialistas/de inspira????o socialista como fundamentais. Conclu??mos que tais par??metros te??rico-metodol??gicos encontram refer??ncia na defesa do projeto hist??rico de sociedade socialista, da concep????o de forma????o omnilateral, da doc??ncia como central ao projeto de forma????o de professores, da licenciatura ampliada como forma mais avan??ada de organiza????o do projeto de forma????o em Educa????o F??sica, do m??todo dial??tico como necessidade para o trato com o conhecimento cl??ssico, da unidade metodol??gica como necess??ria para dar coes??o ao trabalho do coletivo de professores, da cultura corporal como objeto de estudo mais avan??ado para a explica????o da realidade e do desenvolvimento do pensamento te??rico e da autodire????o como fundamentais ao desenvolvimento da compreens??o dos trabalhadores…

Advisors/Committee Members: Santos J??nior, Cl??udio de Lira, Frigotto, Gaud??ncio, Silva, Wellington Ara??jo, Taffarel, Celi Nelza Zulke, Viegas, Lygia de Souza.

▼ This study had as main objective to analyze the programmatic contents of the disciplines of Cost accounting and Management Accounting of college Institutions which make available the course of Accounting Sciences in the city of S??o Paulo, in order to check any superposition of contents among them as well as, had as specific objectives compare themes mentioned in the disciplines above cited with themes of summaries of main books available in the publisher market, using as basis the launched books by Publishers considered level "A" by CAPES - Coordena????o de Aperfei??oamento de Pessoal de N??vel Superior. It was also verified, if there was any connection between the programmatic contents and the requirements demanded in the exam of proficiency by the Federal Council of Accounting. To make the analysis possible, with reference to the programmatic contents it was requested to the coordinators a copy of the Accounting Sciences courses and concerning to the summaries of the books were obtained from the sites of the respective publishers or even directly from the books which were the basis to the research, when in case these ones were not available. Along the development of the work, besides analyzing the programmatic contents, we also worked on the class plans of the mentioned disciplines. We observed that in despite of 16,33% of Costs Accounting contents of teaching institutions offer two disciplines whose contents get mixed, which was not enough to confirm the existence of our first problem, however, we still observed, that it is necessary a reflection on the respective contents, due to the great diversity of themes that are approached in both disciplines and in some cases with no relation to the objective of the disciplines.This study has still identified, that in relation to management accounting, there is a syntony between the programmatic contents and the summaries of the main books, as well as, there is no syntony to the demanded requirements in the exam of proficiency by the Federal Council of Accounting. Advisors/Committee Members: Oliveira, Antonio Benedito Silva (advisor), CPF:00378962884 (advisor), http://lattes.cnpq.br/6607115615912231 (advisor).

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This research investigates how the proposed internationalization of the National Graduate Plan (2011-2020) is translated in the context of praxis of two graduate programs of a private higher education institution in Brazil's Midwest Region. This is a qualitative case study which is based on the method of analysis of the policy cycle (BOWE, BALL, GOLD, 1992; Ball, 1994) to understand the network of policies and knowledge surrounding the internationalization of higher education and its weight in the evaluation of graduate programs conducted by CAPES. Through documentary analysis, questionnaires, and semi-structured interviews it was possible to understand how the administrators and professors of a program evaluated by CAPES at four, and another at five, deal with internationalization in the context of praxis at the same institution. The Bardin Content Analysis (2010) and the Statistical Package for Social Sciences (SPSS) were used to interpret the qualitative and quantitative data. The results show weaknesses in the dynamics of internationalization experienced in everyday programs by their administrators and professors, compromising their performance. Despite the existence of international activities, the process is incipient and isolated in each program. There is a lack of institutional policies with financial support and internationalization strategies built with the demands of the current National Plan for Graduate Studies in mind. Since internationalization is an important criterion in CAPES evaluations, it needs to be prioritized in the internal policies of graduate programs, contributing to the expansion of international academic production and strengthening partnerships.

Esta pesquisa investiga como a proposta de internacionaliza????o do Plano Nacional de P??s-Gradua????o (2011-2020) ?? traduzida no contexto da pr??tica de dois programas Stricto Sensu de uma institui????o de educa????o superior privada da Regi??o Centro-Oeste. Trata-se de um estudo de caso qualitativo que se inspira no m??todo de an??lise do ciclo de pol??ticas (BOWE; BALL; GOLD,1992; BALL,1994) para compreender as redes de pol??ticas e conhecimentos que cercam a internacionaliza????o da educa????o superior e o seu peso na avalia????o de programas de p??s-gradua????o realizada pela CAPES. Por meio da an??lise documental, question??rios e entrevistas semiestruturadas…

Advisors/Committee Members: Guimar??es-Iosif, Ranilce.

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A presente tese delimita a problem??tica em torno da forma????o de professores. Problematiza a forma????o, considerando-a necessidade vital para a classe trabalhadora de existirem professores em n??mero suficiente e que estes professores sejam formados com uma Consistente Base Te??rica, para enfrentar a realidade educacional brasileira. A quest??o de investiga????o foi formulada nos seguintes termos: A partir da concep????o de forma????o humana e da concep????o de forma????o de professores fundamentada na omnilateralidade, quais os elementos que permitem identificar possibilidades para alterar a organiza????o do trabalho pedag??gico (objetivo/avalia????o e conte??do/m??todo) do curso de forma????o de professores de Educa????o F??sica da Universidade Federal da Bahia? A primeira hip??tese ?? que para enfrentar a contradi????o da falta de professores e do esvaziamento te??rico na forma????o s??o necess??rias pol??ticas de Estado e de Governo que apliquem recursos suficientes e mantenham programas sistem??ticos, permanentes e de longo alcance; a segunda hip??tese ?? a de que a pr??tica do ensino se desenvolva com base na concep????o omnilateral de forma????o humana e na concep????o de Licenciatura Ampliada, isto dificultado, pela hegemonia da l??gica formal em detrimento da concep????o materialista hist??rica e dial??tica no trato com o conhecimento nos cursos de forma????o de professores. Os objetivos apresentados na tese s??o: (a) tecer a cr??tica aos rumos da forma????o humana no modo de produ????o capitalista em geral e na forma????o de professores em especial, (b) analisar empiricamente possibilidades de altera????es a partir da organiza????o do trabalho pedag??gico orientando pela concep????o omnilateral de forma????o e, (c) expor os elementos que podem ser generalizados para outros cursos que demonstrar??o que ?? na escola atual que est??o sendo levantadas as possibilidades fenom??nicas e de ess??ncia para alterar os rumos da forma????o de professores no Brasil atrav??s da Pr??xis que se caracteriza utilit??ria ou revolucion??ria. Os dados emp??ricos sobre a Licenciatura Ampliada foram coletados no Curso de Licenciatura em Educa????o F??sica da Universidade Federal Bahia, visto ser ele um curso que reestruturou o curr??culo de gradua????o, aprovado em 2010 e implementado em 2011, com base na concep????o de forma????o omnilateral. A an??lise dos dados tratados atrav??s da an??lise dial??tica…

Advisors/Committee Members: Taffarel, Celi Nelza Zulke, Brzezinski, Iria, Lacks, Solange, Almeida, Roseane Soares, Peixoto, Elza Margarida de Mendon??a.

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Este trabalho mostra que o ensino e a aprendizagem de l??ngua estrangeira precisam incluir temas de relev??ncia social para a vida do aprendiz a fim de torn??-lo um cidad??o cr??tico, apto a viver em sociedade e capaz de desenvolver valores ??ticos que o ajudem a promover a auto-estima e a autoconfian??a. A pesquisa buscou observar os resultados da aplica????o de atividades constru??das a partir do desenho animado Os Simpsons em aulas de l??ngua inglesa, privilegiando a utiliza????o dos meios de comunica????o de massa para levar o aluno a aprimorar os seus conhecimentos na l??ngua-alvo. Para o estudo, aliou-se ?? teoria sociointeracionista de Vygotsky os pressupostos filos??ficos de Paulo Freire. Defendeu-se a media????o da aprendizagem atrav??s de recursos que venham ao encontro dos interesses do aluno, bem como a intera????o que ocorre dentro e fora de sala de aula ao se abordar assuntos relacionados ?? realidade ou ao cotidiano do aprendiz. A metodologia escolhida foi de car??ter qualitativo, consistindo em um estudo de caso, que se utilizou de instrumentos de pesquisa como: question??rios, di??rios de aprendizagem e entrevistas. Com base nos pressupostos te??ricos e na an??lise dos dados coletados, demonstrou-se que o uso do desenho animado como elemento gerador de debates levou os aprendizes a refletirem sobre sua postura perante a vida e dentro da pr??pria comunidade, fazendo-os reavaliarem valores ??ticos e sua atua????o como cidad??os. Estudos sobre a utiliza????o de…

Advisors/Committee Members: Anast??cio, S??lvia Maria Guerra.

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Este estudo, embasado no trip?? curr??culo-dan??a-educa????o, investiga e avalia a reforma curricular do Curso de Licenciatura em Dan??a da Universidade Federal da Bahia aprovada pela C??mara de Gradua????o da UFBA em janeiro de 2005 e aborda, por conseguinte, a forma????o em dan??a em n??vel superior. A pesquisa, caracterizada como qualitativa, foi desenvolvida com base na abordagem compreensiva, que admite o pesquisador como ferramenta metodol??gica participando dos processos e eventos que estuda, buscando destacar progressivamente uma interpreta????o compreensiva do fen??meno estudado. Configurado a partir das percep????es subjetivas engendradas nas experi??ncias vividas no cotidiano do atual curr??culo, aprovado em 2005, o estudo foi sustentado por teorias da educa????o, curr??culo e forma????o, e teorias da dan??a e do corpo. Uma teia multirreferencial composta por diferentes campos do conhecimento humano para associar dan??a e curr??culo. Do cotidiano curricular brotaram quest??es problematizadoras que parecem ir de encontro aos pressupostos do Projeto Pedag??gico. Informa????es necess??rias ?? an??lise vieram das entrevistas com professores e alunos da Escola de Dan??a da UFBA, com coordenadores de cursos superiores de dan??a em Berlim, Alemanha, como tamb??m do Workshop de Avalia????o proposto pelo Colegiado dos Cursos de Gradua????o em Dan??a da UFBA. A pesquisa revela um curr??culo inovador frente a curr??culos de cursos de Licenciatura em Dan??a no Brasil e aponta aspectos que carecem de discuss??es mais aprofundadas como avalia????o, flexibilidade, autonomia, trabalho em times, dentre outros. Esta tese, escrita em formato de texto dramat??rgico contendo personagens, narrador e rubricas, incluindo algumas cartas, apresenta tamb??m o processo da reconstru????o curricular, suas bases epistemol??gicas e pedag??gicas e sua implanta????o e desenvolvimento.

ABSTRACT This study, based on the tripod curriculum-dance-education, investigates and evaluates the curriculum reform of the graduation course in Dance of the Universidade Federal da Bahia approved by the Assembly of Graduation of UFBA in January 2005 and approaches, consequently, the formation in dance in graduation level. The research, characterized as qualitative, was developed based on a comprehensive approach which…

Advisors/Committee Members: Carvalho, Maria Inez da Silva de Souza, Burnham, Teresinha Fr??es, S??, Maria Roseli Gomes Brito de, Iannitelli, Leda Maria Muhana Martinez, Pereira, Sayonara Sousa.

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Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq

The aim of this research is to discuss the process of curriculum environmentalization in college education, defined as the entrance of environmental concerns in undergraduate curriculum, at the university Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). In the environmetalization processes we highlight the environmentally oriented disciplines, which state social and environmental dimensions in their teaching plans. The research sought to verify the role of these disciplines in the academic and professional students' training, from the perspectives of professors and students. In order to understand that, I've participated in a survey of environmental indicators, promoted by the Environmental Management Committee (CGA) which indicated the disciplines that were environmentally oriented in the twenty two academic units of PUCRS. I also attended three of these subjects in the Colleges of Education, Economics and Engineering. The methodology used in the research was participant observation, focal group, semi-structured interviews and I also held sets of talks about sustainability. In addition, I did a literature review, documents analysis such as education plans and the students' institutional assessments. The results show that the presence of environmentally oriented disciplines correspond to one concrete experience of the process of environmentalization curriculum at PUCRS. However, there is still a need to make progress in a more qualitative approach in the survey of the CGA, in order to define more precisely which disciplines the social-environmental issues are explicit. The data in the survey allow us to see that there is still a polysemic understanding of the terms of the disciplines environmentally oriented and environment sustainability. This polysemic understanding of the terms made the analysis difficult. Through the observation of the disciplines it was possible to perceive that its implementation encourages the student's interest for social-environment subject. I also identified that those disciplines helped students from different academic units to interact more, which has contributed to the expansion of their interest on sustainability. It is important to highlight that there is still a great deal of things that shall be done for the progress of the discussion about environmentalization of the curriculum at the universities. This can happen trough a more systemic and integrated approach of the disciplines contents, trough an increase of the students engagement in order to built together the…

Advisors/Committee Members: Carvalho, Isabel Cristina de Moura.

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The contemporary view of skills for work emphasizes the development of "being", "doing" and "knowing", i.e., to have theoretical knowledge does not mean to be competent. Given this approach, this thesis aims at contribute to the improvement of the education at lato sensu post-graduation in marketing, aiming at the development of the contemporary marketing manager to perform a good job. Good work is the exercise of an activity that spans excellent technical quality, which is delivered with ethics and environmental responsibility. It also has to be engaging and pleasant. To achieve this goal, theoretical knowledge was sought in different fields of knowledge, establishing a dialogue with authors of the multidisciplinary field of education, positive psychology, business management and marketing. In order to further investigate, there was an empirical research with academic coordinators of most traditional marketing post-graduation courses in Brazil's as well as in-depth interviews with marketing managers graduated in these courses. The data analysis allowed tracing the route of learning in contemporary marketing manager. It also allowed the identification of elements that constitute the construction of their knowledge. The final considerations of the study emphasize the importance of improving social and emotional abilities of students and professionals to reach higher levels of personal achievement, success in career and to perform a good job

A vis?o contempor?nea de compet?ncias para o trabalho ressalta o desenvolvimento do "ser", do "fazer" e do "conhecer", ou seja, possuir conhecimentos te?ricos n?o significa ser competente. Diante desta abordagem, esta tese tem como objetivo contribuir para o aprimoramento da educa??o dos programas de p?s-gradua??o lato sensu em marketing, visando ao desenvolvimento da pessoa do gestor em marketing contempor?neo para a realiza??o de um bom trabalho. O bom trabalho ? o exerc?cio de uma atividade que abranja excelente qualidade t?cnica, que seja realizado com ?tica e responsabilidade socioambiental, que seja envolvente, agrad?vel e que propicie prazer para a pessoa. Para atingir esse objetivo, buscou-se conhecimentos te?ricos em diferentes campos do saber, estabelecendo um di?logo multidisciplinar com autores do campo da educa??o, psicologia positiva, gest?o empresarial e marketing. A fim de aprofundar a investiga??o, realizou-se uma pesquisa emp?rica com coordenadores acad?micos dos cursos de p?s-gradua??o lato sensu em marketing mais tradicionais do Brasil, assim como entrevistas em profundidade com gestores de marketing egressos desses cursos. A an?lise dos dados permitiu tra?ar a rota de aprendizagem do gestor em marketing contempor?neo, assim como identificar os elementos que constituem a constru??o dos seus saberes. As considera??es finais do estudo destacam a import?ncia de aprimorar…

Advisors/Committee Members: Mosquera, Juan Jos? Mouri?o.

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Advisors/Committee Members: Oliveira, Marcelo Albuquerque de, Vieira, Raimundo Kennedy, Miki, Andre Jun.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES

La presente investigaci?n establece un an?lisis relacional de la Internacionalizaci?n en la Educaci?n Superior, cuyo objetivo general es comprender c?mo se configuran las pol?ticas educacionales para la Movilidad Acad?mica Internacional (MAI) en el Posgrado y cu?les son sus efectos en la formaci?n y producci?n cient?fica de los estudiantes de dos Doctorados en Educaci?n, uno de Brasil y otro de M?xico, durante el periodo 2010-2014. La perspectiva te?rica adoptada constituye una apropiaci?n interpretativa de algunos conceptos de la Teor?a de los Campos de Pierre Bourdieu, mientras que el an?lisis reflexivo -propuesto por este mismo autor- representa el enfoque interpretativo principal, junto con el enfoque de Educaci?n Comparada y el de Estudio de Caso. As?, la estrategia metodol?gica combina el an?lisis de datos cuantitativos ya existentes (estad?sticas nacionales y regionales) y la construcci?n de datos cualitativos, a trav?s de entrevistas semiestructuradas realizadas a doctorandos en Educaci?n de Brasil y M?xico, que experimentaron una MAI durante el periodo elegido. Los principales resultados encontrados en el nivel macro-estructural permiten inferir que las pol?ticas para la Internacionalizaci?n del Posgrado, en ambos pa?ses, est?n interrelacionadas con las directrices de pol?tica exterior de los gobiernos en turno, siendo m?s clara la convergencia en el caso brasile?o que en el mexicano. Mientras tanto, en el nivel micro-estructural, lo m?s destacado de los testimonios permite identificar que los agentes reconocen importante el realizar una experiencia de MAI, puesto que esta emerge como una posibilidad diferenciada que legitima la illusio del campo, contribuye para la consolidaci?n de un habitus cient?fico y posibilita incrementar el capital social de los doctorandos. Finalmente, la situaci?n que emergi? como la mayor diferencia entre los casos estudiados, fue la referida a la duraci?n de la MAI, siendo que en Brasil el promedio de estancia en el exterior es de veintinueve semanas y en M?xico es de cuatro; por lo que se considera necesario profundizar en las discusiones sobre la MAI en plural, reconociendo que existen diferentes tipos de movilidades con objetivos particulares y efectos diferenciados para los agentes ?reci?n llegados? al campo.

A presente pesquisa fornece uma an?lise relacional da Internacionaliza??o do Ensino Superior, cujo objetivo geral ? compreender como se configuram as pol?ticas educacionais para a Mobilidade Acad?mica Internacional (MAI) na P?s-Gradua??o e quais…

Advisors/Committee Members: De la Fare, M?nica.

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CAPES

Este trabalho objetivou conhecer e analisar como a forma????o para o ensino de Ci??ncias ?? desenvolvida no ??mbito da forma????o inicial de professores que atuar??o nos primeiros anos do Ensino Fundamental, oriundos do Curso de Licenciatura em Pedagogia da Faculdade de Educa????o da Universidade Federal da Bahia-UFBA, com o advento da reforma curricular ocasionada pelas Diretrizes Curriculares Nacionais para o Curso de Gradua????o em Pedagogia (Resolu????o CNE/CP N??1, de 15/05/2006). Para esse fim, baseamo-nos em algumas necessidades de forma????o do professor para o Ensino de Ci??ncias, eleitas como pressupostos indispens??veis a essa forma????o, a fim de verificar como elas est??o predefinidas na matriz de forma????o do estudante de pedagogia ??? futuro professor das s??ries iniciais da Educa????o B??sica. Aliada a estas necessidades formativas para o Ensino de Ci??ncias, a pesquisa dialogou a partir das concep????es sobre saberes docentes, considerando as suas repercuss??es na forma????o inicial do professor. Metodologicamente amparados em uma Pesquisa Participante, a an??lise evidenciou que a demanda formativa para o Ensino de Ci??ncias n??o reside apenas na insufici??ncia dos trabalhos com os conte??dos cient??ficos e, sim, no comprometimento deste trabalho visto que ele depende dos conhecimentos constru??dos antes forma????o inicial, correspondendo aos saberes pessoais dos professores, frutos da viv??ncia familiar, e dos saberes provenientes da forma????o escolar anterior ?? profissionaliza????o, frutos da viv??ncia deste professor enquanto estudante da educa????o b??sica, ambos categorizados enquanto saberes pr??-profissionais. A an??lise sugere uma fus??o entre as disciplinas atuais que abordam o ensino de Ci??ncias no curr??culo do Curso de Pedagogia da UFBA, de forma a tornar indissoci??vel a forma????o voltada aos conte??dos cient??ficos escolares e suas possibilidades de abordagem metodol??gica, considerando, como eixos estruturantes dessa reconfigura????o, a pesquisa como base formativa do docente e a educa????o cient??fica como base formativa do discente na Educa????o B??sica, com vistas a atenuar a lacuna formativa pr??-profissional e profissional em Ci??ncias Naturais tanto no ??mbito dos cursos de forma????o de professores quanto nas escolas de Educa????o B??sica.

Advisors/Committee Members: Gurgel, Paulo Roberto Holanda, Cruz, Izaura Santiago da, Almeida, Rosil??ia Oliveira de, Ribeiro, Amanda Amantes Neiva.

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Este trabalho tem como foco o estudo do desempenho acad??mico e o acesso de mulheres nos cursos da ??rea de engenharia da Universidade Federal da Bahia (UFBA). A pesquisa teve como objetivo central analisar se as diferen??as de desempenho entre mulheres e homens, nos cursos de gradua????o de engenharia da UFBA, t??m sido modificadas ao longo da forma????o graduada no per??odo compreendido entre 2004 a 2016. Para a realiza????o da pesquisa, utilizou-se a abordagem quantitativa e a pesquisa com base documental. Como m??todo de tratamento e an??lise dos dados foi realizada uma an??lise estat??stica descritiva, explorat??ria e inferencial de maneira a conhecer o perfil dos estudantes dessa ??rea e a aplica????o de testes para verificar a signific??ncia dos achados. Al??m disso, sobre o desempenho, foram aplicadas a An??lise de Vari??ncia e a An??lise de Regress??o M??ltipla. A popula????o investigada nesta pesquisa foi composta por 6702 estudantes dos quais haviam informa????es acad??micas e de acesso ou n??o ao sistema de reserva e vagas. A partir da an??lise referente ao acesso nos cursos de engenharia, verificou-se um aumento no percentual de estudantes mulheres nos referidos cursos, a exemplo de Engenharia Civil. Mesmo assim, na maioria das engenharias, a participa????o da mulher ?? pequena, principalmente, nas Engenharias El??trica, Mec??nica e da Computa????o. No que se refere ao acesso utilizando o sistema de reserva de vagas no vestibular (cotas), as mulheres cotistas possuem menor participa????o, tanto em rela????o aos homens cotistas quanto ??s mulheres n??o cotistas. Com rela????o ao desempenho, as mulheres possuem menor desempenho no vestibular do que os homens. Ao ingressar na universidade, as mulheres t??m rendimento acad??mico m??dio, melhor ou igual ao dos homens, principalmente, no in??cio e metade do curso. A maioria das mulheres que possuem desempenho baixo no vestibular tendem a melhorar o seu rendimento dentro da universidade. Observou-se que a diferen??a ?? maior no desempenho no vestibular e no rendimento acad??mico entre os cotistas e n??o cotistas. No vestibular, os cotistas est??o concentrados nos grupos de baixo ou intermedi??rio baixo desempenho e os n??o cotistas nos grupos de intermedi??rio alto e alto desempenho. Essas diferen??as entre…

Advisors/Committee Members: Ten??rio, Robinson Moreira, Andrade, Cl??udia S?? Malbouisson, L??rdelo, Jose Albertino Carvalho, Costa, Lilia Carolina Carneiro, Ara??jo, Maria de Lourdes Haywanon Santos, Franco, Nanci Helena Rebou??as.

▼ Since the Industrial Revolution, individuals search for professions which grant them social status. The first current of thought of the Theory of Professions claims that professions were created to meet the society's needs. However, subsequent theories (which have been adopted for this paper), presume that the main objective of any profession is to attain social status. In order to reach this goal, the society must develop a positive representation of the profession and its professionals. The social representations are non-scientific explanations of reality, making common and familiar objects accessible to a whole group through historical insight, full of cognitive approaches and interpretative distortions of individuals about objects. The literature analyzed here shows that the stereotypes created for the accountancy professional are predominantly negative, making the task of recruiting good students more difficult in this field. Professional class agencies are the main responsible for the profession, and their target is the attainment of professional status. Faced with this situation, this paper aims to identify and analyze the stereotypes in the rhetoric of the professional class agency for Brazilian accountants from 1962 to 2014. Through an exploratory and qualitative research, it was possible making a prior selection of stereotypes by means of the analysis of literature extracted from the 285 informative newsletters published by the CRC/SP. The data has been analyzed from the perspective of a historical-economical recapitulation, in parallel with the main accountancy milestones in Brazil. The obtained results confirm what Jeacle (2008) states: there is a relationship between positive and negative stereotypes, since both had the same behavior in many decades and, whenever the negative stereotypes were confirmed, the positive ones were confirmed as well. It was not possible establishing the same relationship with the neutral stereotypes group. The results also indicate that the accountancy professionals adapt themselves to the external changes by changing the signs of representation exposed to the society. It was also possible to observe that, in times of international crisis and threat to the accountancy professional outlook, the CRC/SP kept sharing signs that would depict this professional as competent and trustworthy. Advisors/Committee Members: WEFFORT, Elionor Farah Jreige (advisor), http://lattes.cnpq.br/3929537799335350 (advisor).

▼ The National Curricular Guidelines for the undergraduate course in accounting, bachelor, define the work of completion as a curriculum option, and it is incumbent upon the institution that take issue the rules, which leads to the most distinct forms of parameters and procedures regarding the format, preparation, correction and final destination of the TCC and that may have an influence on the practices of faculty advisers. The present research aims to understand and analyze the practices adopted for guiding the work of completion of undergraduate Accounting in Institutions of Higher Education of the city of S??o Paulo, offering stricto sensu graduate studies and if such practices can promote integration between undergraduate and graduate school. In order to achieve the goal, interviews have been made with eight teachers, graduates with Master or Doctor, of four Institutions of Higher Education of the city of S??o Paulo, through a survey characterized as descriptive and qualitative type as the approach. The data were collected through documentary analysis and in-depth interview and analyzed by means of the technique of content analysis. The findings of the survey show that teachers guiding converge in many respects their practices of guidance when you establish a good relationship with the students, understand and try to overcome the difficulties that they report, adopt methodological rigour in guidance and correction of the work, recognize a good TCC and their goals and understand how relevant the participation of students in research projects. Dissonant points are that few are those who use their own research in the classroom, present disagreements, particularly on belief as to the purposes of the TCC in contribute to student learning and its insertion in scientific research and the world of work and in the way they deal with academic plagiarism. Other results show that not always the guiding teachers are the same who teach in the strict sense, not everybody knows or has participated in the preparation or review of your PPP IES, all are satisfied with the profession and with the guiding function and that the final placement at the TCC does not allow him to fulfil effectively its objectives, mainly the highlight and communicate the knowledge produced. The research findings have not found evidence of integration between graduation and post-graduation stricto sensu, therefore it can be concluded that the practices of guidance do not contribute adequately to promote integration between the two levels of education. Advisors/Committee Members: PELEIAS, Ivam Ricardo (advisor), http://lattes.cnpq.br/1583907056732686 (advisor).

▼ This study deals with the financial habits of college students, studying in Mass Higher Education Institutions. The aim was to ascertain the financial knowledge and financial practice of university students who attend three mass universities in S??o Paulo - SP. The study included 426 students who responded to the questionnaire. As noted in the study, the sample did not show a homogeneous behavior and also provided some evidence of the use of principles of financial education, such as the invoice conference credit cards held by 62.44% of young people, 62.91% have routine to pay the bills on time and 66.9% have the habit of comparing prices before making a purchase, however they also have contrary characteristics to these principles as no comparison in interest rates between the forward options, identified in 56.34% of the sample, 50.46% had a tendency to make impulse purchases, which shows strong evidence of non-literacy of mass university students. It is still possible to observe a significant percentage of young people who show the margin of use of the principles of financial education, they present contrary habits such as the use of overdraft limit found in 11.03%, the third party the name of the loan reported by 28% of respondents and the incidence of 30.04% already had their name registered in the credit protection services. The work is relevant to managers of the surveyed educational institutions, as this could guide them in implementing financial education programs for students, to make them more qualified young people for making financial decisions, contributing to the reduction of evasion and delinquency of these students since they began to plan their spending and to distribute their income according to your personal demands. Advisors/Committee Members: IIUZUKA, Edson Sadao (advisor), http://lattes.cnpq.br/1786518174947606 (advisor).

▼ Several factors may influence the decision to choose which profession process: parents, friends, jobs and even \"vocation\". And the accounting profession has several areas of expertise that may also influence your choice. In light of the above, this study aims to investigate the factors most influenced the choice of students for undergraduate degree in Accounting in private Higher Education Institutions established in the City of S??o Paulo. For data collection instrument was applied using probes containing twenty-five-point Likert scale. Participated in the survey one hundred twenty-three students in the first semester of Accounting in three private higher education institutions in S??o Paulo: FECAP, MACKENZIE and S??O JUDAS. The results show that the most influential factors are the employability and career prospects. It was found also that the parents did not exert direct influence on the choice of the course the students surveyed. Advisors/Committee Members: Peleias, Ivam Ricardo (advisor), CPF:01402220812 (advisor), http://lattes.cnpq.br/1583907056732686 (advisor).

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FAPESB

A problem??tica do trabalho ?? a forma????o dos professores e professoras de Educa????o F??sica no Brasil, especificamente, as bases pedag??gicas que orientam os projetos pol??ticos pedag??gicos (PPP) dos cursos de licenciatura em Educa????o F??sica. Delimitamos como pergunta s??ntese: Quais s??o as bases pedag??gicas que subsidiam a forma????o de professores e professoras de Educa????o F??sica, em institui????es federais de ensino superior (IFES), nas cinco regi??es do Brasil ??? Sul, Sudeste, Centro-oeste, Nordeste e Norte ??? e, quais as contribui????es da Teoria Pedag??gica Hist??rico-Cr??tica? As quest??es de estudo foram: Qual ?? a teoria pedag??gica que fundamenta os PPPs dos cursos de forma????o de professores e professoras, em especial da Educa????o F??sica, considerando uma amostragem intencional, das IFES - UFBA, UFPA, UFG, UFRGS, UFRJ, nas regi??es do Brasil ??? Sul, Sudeste, Centro-oeste, Nordeste e Norte? Quais as contribui????es da Teoria Pedag??gica Hist??rico-Cr??tica para a forma????o de professores e professoras, em especial da Educa????o F??sica? O objetivo geral do trabalho ?? analisar e discutir as Bases Pedag??gicas que fundamentam os PPPs de forma????o de professores e professoras, em especial da Educa????o F??sica, considerando uma amostragem intencional, indicando elementos te??ricos superadores, no que diz respeito a Teoria Pedag??gica, levando em considera????o as contribui????es da Pedagogia Hist??rico-Cr??tica. Os objetivos atingidos foram: a) Levantar a produ????o do conhecimento sobre as bases pedag??gicas da forma????o de professores e professoras em geral e em especial da Educa????o F??sica no Brasil; b) Analisar e discutir as bases pedag??gicas presentes nos PPPs - UFBA, UFPA, UFG, UFRGS, UFRJ; c) Apresentar sistematicamente os limites, as contradi????es localizadas nos documentos dos cursos; d) Apresentar proposi????es superadoras a partir da Teoria Pedag??gica Hist??rico-Cr??tica. A pesquisa ?? de car??ter bibliogr??fico e documental. Os procedimentos foram: 1- Balan??o da produ????o do conhecimento sobre as bases pedag??gicas da forma????o de professores e professoras, levando em conta as produ????es em disserta????es e teses defendidas no Brasil nos ??ltimos 30 anos, ou seja, a partir da d??cada de 1980; 2- Pesquisa bibliogr??fica, utilizando obras dos principais autores que tratam do tema; 3- An??lise documental dos PPPs e suas bases pedag??gicas a partir…

Advisors/Committee Members: Santos J??nior, Claudio de Lira dos, Taffarel, Celi Nelza Z??lke, Carvalho, Marize Souza, S??, K??tia Oliver de, S??nches Gamboa, Silvio Ancisar, Hack, Cassia, Morschbacher, M??rcia, Santos J??nior, Claudio de Lira dos.

▼ The training in scientific thinking is founded on doubt on curiosity and research. Learning to research is a dialogical process that makes the space of the classroom a stage of discussions and arguments enabling role of the student. This research aimed to investigate how the research is present in the training and teaching practice teacher and researcher who works in the Accounting course offered by IES city of S??o Paulo. We sought to identify advances and limitations that may impact the effectiveness of pedagogical practice in the university context. Therefore, we carried out an exploratory qualitative approach. Data were collected through in-depth interviews and document analysis. It was found that the teachers surveyed had few experiences in research in their formative processes during undergraduate and graduate, which may have influenced the pedagogical performance and a better targeting of their methodological choices in the classroom. As to how teachers conduct their classes, it was found the commitment to create situations and learning environments capable of providing research experiences to students of accounting sciences in which they operate. However, not all teachers still use the research as an educational principle and attitude everyday. Pedagogical practice of some teachers studied classes were routed through the questioning of contents and active methodologies, these very characteristics of teaching with research. Already in the practice of other research presented as academic activity, linked to query and search for information. It was found that research is present in the training and teaching practice of teachers investigated, however, in some cases not yet constituted as an educational principle with the essential questions that lead to arguments and to construct new knowledge. We conclude that teaching with research requires learning situations that lead students to the systematic questioning, methodical, argued, where the research have a broader direction, which is not exhausted in methodological requirements, although they are necessary. In addition to the method, there must be a conceptual theoretical questioning, which argued, is also a form of research. Thus, the search mode influences the way they teach, the principles of educational research contribute to the improvement of teaching and learning, and hence the formation of the student (future teachers) and the teacher-researcher who works in the context University Advisors/Committee Members: Slomski, Vilma Geni (advisor), CPF:55203418934 (advisor), http://lattes.cnpq.br/4037547425398159 (advisor).

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O presente trabalho realiza a interpreta????o s??cio-jur??dica da pol??tica de cotas nas universidades p??blicas do Estado da Bahia, a partir do levantamento geral das decis??es judiciais do Tribunal de Justi??a do Estado da Bahia (TJ-BA) e do Tribunal Regional Federal da 1?? Regi??o (TRF-1) no per??odo de 2003-2012. Com o desenvolvimento das a????es afirmativas no Brasil, a reserva de vagas para pessoas exclu??das hist??rica e socialmente do acesso ?? educa????o tornou-se um meio de preval??ncia da justi??a social e da igualdade. Em face desta nova realidade, surgiram demandas judiciais em que os tribunais proferiram ac??rd??os, estabelecendo a interpreta????o jur??dica sobre os fatos sociais derivados das cotas. A pesquisa envolveu a cataloga????o de julgados dos respectivos tribunais, os quais foram separados em grupos tem??ticos, de acordo com a fundamenta????o estabelecida nos casos concretos. Para o desenvolvimento do estudo, o direito ?? educa????o ?? analisado sob o ponto de vista social e jur??dico com ??nfase no ordenamento jur??dico brasileiro, bem como no conhecimento das a????es afirmativas no ensino superior e ?? aplica????o do princ??pio da igualdade. Em seguida, os procedimentos da pesquisa dos ac??rd??os s??o delineados, seguido do debate sobre a import??ncia da jurisprud??ncia no s??culo XXI. No terceiro momento, as decis??es judiciais s??o interpretadas sob o prisma s??cio-jur??dico, contemplando um vi??s interdisciplinar com o objetivo de evidenciar como a universidade p??blica vem atuando na promo????o das a????es afirmativas e na aplica????o do princ??pio da igualdade em seu sentido material para a atenua????o das exclus??es e desigualdades no acesso ao ensino superior.

Advisors/Committee Members: Mendes, Jos?? Aurivaldo Sacchetta Ramos, Mendes, Denise Cristina Vitale Ramos, Santos, Georgina Gon??alves dos, Coelho, Maria Thereza ??vila Dantas.