KNOWLEDGE THAT STRUCTURE THE PEDAGOGIC PRACTICE OF A PROFESSOR OF COST MANAGEMENT IN AN ACCOUNTANCY COURSE

• Autor(a) principal: Slomski, Vilma Geni
• Data de Publicação: 2013
• Outros Autores: Lames, Edilei Rodrigues de, Megliorini, Evandir, Lames, Liliane da Costa Jacobs
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Universo Contábil
• Texto Completo: https://ojsrevista.furb.br/ojs/index.php/universocontabil/article/view/585
• topic: Professor Knowledge. Cost Management. Accountancy Education. Professor learning.; conocimientos docentes. profesor de costos. educación contable.; Saberes Docentes. Professor de Custos. Educação Contábil.

The worries about the professors´ learning and development processes concerning the innovations and the quality of university education highlight the importance of university professors´ learning politics. In this context, the aim of this research was to investigate the features (type and nature) of the knowledge that structure the pedagogic practice of a professor of Cost Management in an Accountancy course offered by a university in São Paulo city, as a way to highlight elements that could lead to a better understanding of the way professors build the competences for performing their academic role throughout the professional development. Therefore, it was made an exploratory-qualitative research, and the data was collected by means of observation and interview, with a semi-structured script. It was verified that the professors’ knowledge have different types and social sources of acquisition, like: Personal knowledge, Programme knowledge, books and material knowledge, technological and technical knowledge. These are pragmatic knowledge, strongly connected with the action context, the professors self and the professional career of professor. Moreover, are considered existential, guided by beliefs, values and attitudes. So, their way of being and being a professor usually frames the dispositions, or the ways of acting in pedagogic practice. It can be concluded that the way of being and being a professor usually frames the dispositions, or the ways of acting in pedagogic practice. In this way, the learning knowledge has a temporary and social basis, and goes back to acquired and developed processes concerning the professor career and pedagogic practice.