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1. [No author]. A influ??ncia do t??tulo de mestre nos egressos em Ci??ncias Cont??beis da FECAP: uma an??lise sob a ??tica da teoria do capital humano .

Degree: 2014, Fundação Escola de Comércio Álvares Penteado

The conceptual basis of the Human Capital Theory determines that one individual, upon acquiring more knowledge and skills, would increase their human capital value, and consequently increase their employability, productivity and income potential. Another important factor is that investment in education leads to an increase in future income, and would have the individual stand out in the society in the form of welfare and technological innovation (CUNHA; CORNACCHIONE JUNIOR; MARTINS, 2010). Considering this assumption, this study aimed to analyze the influence of the master s degree in alumni of the Accounting Sciences course from FECAP from the perspective of the Human Capital Theory. Therefore, a descriptive research was conducted, which used a quantitative and qualitative approach, comprising three steps: a) field survey with a questionnaire applied to all the alumni who graduated until August 30, 2013; b) document analysis of curriculum Lattes of all alumni who responded to the questionnaire, and c) inquiries of alumni PhD to analyze their professional, academic and social trajectory after the Master s degree. The sample comprised 180 alumni with Master s degree and 4 PhD. Data was analyzed using descriptive statistics, factor analysis, and analysis of interview transcripts. The survey results allowed us to identify that Masters in Accounting Sciences from FECAP are mostly male, mean age of 47 years, married, with children, residents in the city of S??o Paulo and majored in Accounting Sciences, whose main paid activity are the market and academy, most are employed in the private sector and have compensation exceeding R$ 9,000.00. The survey showed that there is an improvement in the salary range upon completion of the course. However, men receive the highest remuneration. When considering the main paid activity, data showed that the market pays better than the academy. Most chose the master's degree aiming to expand the possibilities of work, for personal fulfillment and satisfaction and to join and/or ascend the teaching profession. The main factors perceived by FECAP masters as most influenced by the master title (CUNHA, J. V. A., 2007) were: academic spirit, professional differentiation, analytical skills, employability, career opportunities, respectability and academic/professional recognition. When performing the factor analysis, three factors were obtained, considering only ten variables: Factor 1 - nominated Personal Satisfaction, Factor 2 - nominated Employability and Compensation and Factor 3 - nominated Professional Highlight. The academic contribution of FECAP masters focuses on the guidance and participation in examination boards. By analyzing the professional, academic and social history of the PhD in Accounting Sciences, we detected that respondents recognize their role as researchers and the importance of scientific production to society. It is possible to consider that the title has positively influenced FECAP alumni considering the factors recommended by the Human Capital Theory. However, it is… Advisors/Committee Members: Peleias, Ivam Ricardo (advisor), CPF:01402220812 (advisor), http://lattes.cnpq.br/1583907056732686 (advisor).

Subjects/Keywords: P??s-gradua????o Contabilidade Brasil S??o Paulo; Contabilidade Estudo e ensino (P??s-gradua????o); Funda????o Escola de Com??rcio ??lvares Penteado (FECAP) P??s-gradua????o Contabilidade; Capital humano P??s-gradua????o Contabilidade; Funda????o Escola de Com??rcio ??lvares Penteado - Postgraduate - Accounting; Postgraduate - Accounting - Brazil - S??o Paulo; Accounting - Study and teaching (Graduate); Human capital - Postgraduate - Accounting

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2014). A influ??ncia do t??tulo de mestre nos egressos em Ci??ncias Cont??beis da FECAP: uma an??lise sob a ??tica da teoria do capital humano . (Thesis). Fundação Escola de Comércio Álvares Penteado. Retrieved from http://132.0.0.61:8080/tede/handle/tede/535

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “A influ??ncia do t??tulo de mestre nos egressos em Ci??ncias Cont??beis da FECAP: uma an??lise sob a ??tica da teoria do capital humano .” 2014. Thesis, Fundação Escola de Comércio Álvares Penteado. Accessed October 16, 2019. http://132.0.0.61:8080/tede/handle/tede/535.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “A influ??ncia do t??tulo de mestre nos egressos em Ci??ncias Cont??beis da FECAP: uma an??lise sob a ??tica da teoria do capital humano .” 2014. Web. 16 Oct 2019.

Vancouver:

author] [. A influ??ncia do t??tulo de mestre nos egressos em Ci??ncias Cont??beis da FECAP: uma an??lise sob a ??tica da teoria do capital humano . [Internet] [Thesis]. Fundação Escola de Comércio Álvares Penteado; 2014. [cited 2019 Oct 16]. Available from: http://132.0.0.61:8080/tede/handle/tede/535.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. A influ??ncia do t??tulo de mestre nos egressos em Ci??ncias Cont??beis da FECAP: uma an??lise sob a ??tica da teoria do capital humano . [Thesis]. Fundação Escola de Comércio Álvares Penteado; 2014. Available from: http://132.0.0.61:8080/tede/handle/tede/535

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Eliana Silva de Souza. A prática docente na Escola Bosque: o desafio educativo de uma proposta construtivista.

Degree: 2004, Universidade Federal do Pará

Neste estudo investigo as experiências profissionais de seis professores de Educação Infantil e Ensino Fundamental, entre os quais me incluo, da Fundação Centro de Referência em Educação Ambiental Escola Bosque, Belém/Pará, cujo projeto educacional abarca a perspectiva ambiental construtivista interdisciplinar que pressupõe a efetiva participação do aluno no processo construtivo do conhecimento inter-relacionando conteúdos escolares e viabilizando a pesquisa. Buscando traçar um perfil das ações pedagógicas vivenciadas num contexto de implicações sócio-históricas, políticas e culturais que revelam os subsídios estruturais envolvidos no projeto educacional investigado, apresento as narrativas docentes e informo minha própria prática pedagógica. Para tanto, utilizo os pressupostos teóricos da pesquisa narrativa que considera os relatos das experiências individuais significativas dos participantes, e contextualizo a prática docente estabelecendo um diálogo com a literatura pertinente e com o material documental da própria escola. A partir dos dados obtidos, pude constatar que algumas práticas metodológicas vislumbradas no espaço físico da Escola Bosque, se configuram de forma construtivista e interdisciplinar e se estabelece por meio da pesquisa, se colocando como ação diferenciada a ser considerada para melhoria da qualidade do ensino.

In this paper, I investigate the professional experiences of six Elementary School teachers, in which I include myself, from Centro de Referência em Educação Ambiental Escola Bosque Foundation, Belém/Pará, whose educational project embrace interdisciplinary constructivist environmental perspective that presuppose effective pupils participation in constructivist knowledge process interacting scholar contents and making the research possible. Aiming at drawing a profile of pedagogic actions lived in a context of social, historical and cultural implications which reveal structural subsides involved in the investigated educational project, I present docent narratives and report my own pedagogic practice. For such deeds, I utilize theoretical presupposition of narrative research that considers the reports of individual significant experiences from involved people, and I contextualize the docent practice establishing a dialog with pertinent literature and with the schools own documental material. From obtained data I could testify that some pedagogic practices glimmered at Escola Bosques physical space, even presenting imperfections, configure themselves as constructivist and interdisciplinary and institute themselves by research, becoming a special action to be considered for teaching quality amelioration.

Advisors/Committee Members: Terezinha Valim Oliver Gonçalves, Tadeu Oliver Gonçalves, Maria de Jesus da Conceição Ferreira Fonseca.

Subjects/Keywords: Interdisciplinaridade; Pesquisa - contexto histórico-social; EDUCACAO; Funda??o Centro de Refer?ncia em Educa??o Ambiental Escola Bosque Professor Eidorfe Moreira; Prática de ensino; Educação ambiental; Abordagem interdisciplinar do conhecimento na educação; Construtivismo (Educação); Docent practice; Constructivism; Interdisciplinarity; Research historical and social context; Prática docente; Construtivismo

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Souza, E. S. d. (2004). A prática docente na Escola Bosque: o desafio educativo de uma proposta construtivista. (Thesis). Universidade Federal do Pará. Retrieved from http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Souza, Eliana Silva de. “A prática docente na Escola Bosque: o desafio educativo de uma proposta construtivista.” 2004. Thesis, Universidade Federal do Pará. Accessed October 16, 2019. http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Souza, Eliana Silva de. “A prática docente na Escola Bosque: o desafio educativo de uma proposta construtivista.” 2004. Web. 16 Oct 2019.

Vancouver:

Souza ESd. A prática docente na Escola Bosque: o desafio educativo de uma proposta construtivista. [Internet] [Thesis]. Universidade Federal do Pará; 2004. [cited 2019 Oct 16]. Available from: http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Souza ESd. A prática docente na Escola Bosque: o desafio educativo de uma proposta construtivista. [Thesis]. Universidade Federal do Pará; 2004. Available from: http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.