Teaching-learning plan: analysis of a course of accounting sciences of southern Brazil

Detalhes bibliográficos
Autor(a) principal: Musial, Nayane Thais Krespi
Data de Publicação: 2012
Outros Autores: Dallabona, Lara Fabiana, Theiss, Viviane, Rausch, Rita Buzzi
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Contabilidade e Gestão
Texto Completo: https://www.revistas.udesc.br/index.php/reavi/article/view/2549
Resumo: The study aims to verify whether the plans of teaching-learning of undergraduate degree in accounting from a University in the South of the country include the basic elements necessary for its preparation. The research characterized as descriptive, documentary and quantitative approach. Were analyzed the teaching-learning of plans 35 disciplines that constitute the curriculum of this course, belonging to a University in southern Brazil. Data collection was performed by the query on the electronic site of the institution. We analyzed each plan of teaching-learning process and whether this presents the basic elements in all parts of its structure, each part was observed in the light of the topics described by Silveira (2005) by means of a checklist. The results show that five disciplines had 80% compatibility of teaching-learning plans. As worst scores three disciplines that had less basic elements, with degree of compatibility of 40%. the questions that comprise the checklist, two questions have achieved better performance, which represents an average of 94.29% positive answers. One question stands out, with an average of 28.57 %, with being presented the worst performance in the analysis of the checklist. We conclude, that on average 63 % of the plans of the teaching-learning undergraduate degree in Accounting include the basic elements necessary to constitute the plan of teaching and learning.
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spelling Teaching-learning plan: analysis of a course of accounting sciences of southern BrazilPlan de enseñanza-aprendizaje: análisis de un curso de ciencias contablesen el sur de BrasilPlano de ensino-aprendizagem: análise de um curso de ciências contábeis do sul do Brasilartigo científicometodologianormas contábeiscontabilidadescientific articlemethodologystandardsaccountingplanificación docenteplan de enseñanzaprograma de enseñanzalicenciatura en ciencias contablesciencias contablesThe study aims to verify whether the plans of teaching-learning of undergraduate degree in accounting from a University in the South of the country include the basic elements necessary for its preparation. The research characterized as descriptive, documentary and quantitative approach. Were analyzed the teaching-learning of plans 35 disciplines that constitute the curriculum of this course, belonging to a University in southern Brazil. Data collection was performed by the query on the electronic site of the institution. We analyzed each plan of teaching-learning process and whether this presents the basic elements in all parts of its structure, each part was observed in the light of the topics described by Silveira (2005) by means of a checklist. The results show that five disciplines had 80% compatibility of teaching-learning plans. As worst scores three disciplines that had less basic elements, with degree of compatibility of 40%. the questions that comprise the checklist, two questions have achieved better performance, which represents an average of 94.29% positive answers. One question stands out, with an average of 28.57 %, with being presented the worst performance in the analysis of the checklist. We conclude, that on average 63 % of the plans of the teaching-learning undergraduate degree in Accounting include the basic elements necessary to constitute the plan of teaching and learning.El estudio tiene como objetivo verificar si los planes de enseñanza-aprendizaje del curso de grado en Ciencias Contables en una universidad del sur del país incluyen los elementos básicos necesarios a su elaboración. La investigación se caracteriza por ser descriptiva, documental y con enfoque cuantitativo. Se analizaron los planes de enseñanza-aprendizaje de 35 asignaturas que constituyen la matriz curricular de este curso, que pertenece a una universidad del sur de Brasil. La recopilación de datos se realizó mediante consulta en el sitio electrónico de la institución. Se analizó si cada plan de enseñanza-aprendizaje presentaba los elementos básicos en todas las partes de su estructura, cada parte se observó a la luz de los temas descritos por Silveira (2005) mediante una lista de verificación. Los resultados demuestran que cinco asignaturas presentaron un 80% de compatibilidad de los planes de enseñanza-aprendizaje. El peor desempeño lo obtuvieron las tres asignaturas que contemplaban menos elementos básicos, con un grado de compatibilidad del 40%. Con respecto a las preguntas que integran la lista de verificación, dos preguntas obtuvieron un mejor desempeño y presentaron un promedio de 94,29% de respuestas positivas. Se resalta una pregunta, con un promedio del 28,57%, la que presentó el peor desempeño en el análisis de la lista de verificación. En general, se concluye que, en promedio, el 63% de los planes de enseñanza-aprendizaje de la carrera de grado en Ciencias Contables contemplan los elementos básicos necesarios a la constitución del plan de enseñanza-aprendizaje.O estudo objetiva verificar se os planos de ensino-aprendizagem do curso de graduação em Ciências Contábeis de uma Universidade do sul do país contemplam os elementos básicos necessários à sua elaboração. A pesquisa caracteriza-se como descritiva, documental e com abordagem quantitativa. Foram analisados os planos de ensino-aprendizagem de 35 disciplinas que constituem a matriz curricular deste curso, pertencente a uma universidade do sul do Brasil. A coleta de dados foi realizada, pela consulta no sítio eletrônico da instituição. Analisou-se se cada plano de ensino-aprendizagem apresentava os elementos básicos em todas as partes de sua estruturação, cada parte foi observada à luz dos tópicos descritos por Silveira (2005) através de um checklist. Os resultados demonstram que cinco disciplinas apresentaram 80% de compatibilidade dos planos de ensino-aprendizagem. Como pior desempenho pontua-se três disciplinas que contemplaram menos elementos básicos, apresentando grau de compatibilidade de 40%. No que tange às perguntas que compreendem o checklist, duas perguntas obtiveram melhor desempenho, evidenciando média de 94,29% de respostas positivas. Destaca-se uma pergunta, com média de 28,57%, com sendo a que apresentou pior desempenho na análise do checklist. Conclui-se, de modo geral, que em média 63% dos planos de ensino-aprendizagem do curso de graduação em Ciências Contábeis contemplam os elementos básicos necessários à constituição do plano de ensino-aprendizagem.Universidade do Estado de Santa Catarina — UDESC2012-06-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.udesc.br/index.php/reavi/article/view/254910.5965/2316419001012012012Revista Brasileira de Contabilidade e Gestão; Vol. 1 No. 1 (2012); 12-24Revista Brasileira de Contabilidade e Gestão; Vol. 1 Núm. 1 (2012); 12-24Revista Brasileira de Contabilidade e Gestão; v. 1 n. 1 (2012); 12-242764-747110.5965/2316419001012012reponame:Revista Brasileira de Contabilidade e Gestãoinstname:Universidade do Estado de Santa Catarina (UDESC)instacron:UDESCporhttps://www.revistas.udesc.br/index.php/reavi/article/view/2549/2084Copyright (c) 2012 Nayane Thais Krespi, Lara Fabiana Dallabona, Viviane Theiss, Rita Buzzi Rauschhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMusial, Nayane Thais KrespiDallabona, Lara FabianaTheiss, VivianeRausch, Rita Buzzi2023-08-31T20:12:23Zoai::article/2549Revistahttps://www.revistas.udesc.br/index.php/reavi/indexPUBhttps://www.revistas.udesc.br/index.php/reavi/oairbceg.ceavi@udesc.br || paulo.barth@udesc.br2764-74712764-7471opendoar:2023-08-31T20:12:23Revista Brasileira de Contabilidade e Gestão - Universidade do Estado de Santa Catarina (UDESC)false
dc.title.none.fl_str_mv Teaching-learning plan: analysis of a course of accounting sciences of southern Brazil
Plan de enseñanza-aprendizaje: análisis de un curso de ciencias contablesen el sur de Brasil
Plano de ensino-aprendizagem: análise de um curso de ciências contábeis do sul do Brasil
title Teaching-learning plan: analysis of a course of accounting sciences of southern Brazil
spellingShingle Teaching-learning plan: analysis of a course of accounting sciences of southern Brazil
Musial, Nayane Thais Krespi
artigo científico
metodologia
normas contábeis
contabilidade
scientific article
methodology
standards
accounting
planificación docente
plan de enseñanza
programa de enseñanza
licenciatura en ciencias contables
ciencias contables
title_short Teaching-learning plan: analysis of a course of accounting sciences of southern Brazil
title_full Teaching-learning plan: analysis of a course of accounting sciences of southern Brazil
title_fullStr Teaching-learning plan: analysis of a course of accounting sciences of southern Brazil
title_full_unstemmed Teaching-learning plan: analysis of a course of accounting sciences of southern Brazil
title_sort Teaching-learning plan: analysis of a course of accounting sciences of southern Brazil
author Musial, Nayane Thais Krespi
author_facet Musial, Nayane Thais Krespi
Dallabona, Lara Fabiana
Theiss, Viviane
Rausch, Rita Buzzi
author_role author
author2 Dallabona, Lara Fabiana
Theiss, Viviane
Rausch, Rita Buzzi
author2_role author
author
author
dc.contributor.author.fl_str_mv Musial, Nayane Thais Krespi
Dallabona, Lara Fabiana
Theiss, Viviane
Rausch, Rita Buzzi
dc.subject.por.fl_str_mv artigo científico
metodologia
normas contábeis
contabilidade
scientific article
methodology
standards
accounting
planificación docente
plan de enseñanza
programa de enseñanza
licenciatura en ciencias contables
ciencias contables
topic artigo científico
metodologia
normas contábeis
contabilidade
scientific article
methodology
standards
accounting
planificación docente
plan de enseñanza
programa de enseñanza
licenciatura en ciencias contables
ciencias contables
description The study aims to verify whether the plans of teaching-learning of undergraduate degree in accounting from a University in the South of the country include the basic elements necessary for its preparation. The research characterized as descriptive, documentary and quantitative approach. Were analyzed the teaching-learning of plans 35 disciplines that constitute the curriculum of this course, belonging to a University in southern Brazil. Data collection was performed by the query on the electronic site of the institution. We analyzed each plan of teaching-learning process and whether this presents the basic elements in all parts of its structure, each part was observed in the light of the topics described by Silveira (2005) by means of a checklist. The results show that five disciplines had 80% compatibility of teaching-learning plans. As worst scores three disciplines that had less basic elements, with degree of compatibility of 40%. the questions that comprise the checklist, two questions have achieved better performance, which represents an average of 94.29% positive answers. One question stands out, with an average of 28.57 %, with being presented the worst performance in the analysis of the checklist. We conclude, that on average 63 % of the plans of the teaching-learning undergraduate degree in Accounting include the basic elements necessary to constitute the plan of teaching and learning.
publishDate 2012
dc.date.none.fl_str_mv 2012-06-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.udesc.br/index.php/reavi/article/view/2549
10.5965/2316419001012012012
url https://www.revistas.udesc.br/index.php/reavi/article/view/2549
identifier_str_mv 10.5965/2316419001012012012
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.udesc.br/index.php/reavi/article/view/2549/2084
dc.rights.driver.fl_str_mv Copyright (c) 2012 Nayane Thais Krespi, Lara Fabiana Dallabona, Viviane Theiss, Rita Buzzi Rausch
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2012 Nayane Thais Krespi, Lara Fabiana Dallabona, Viviane Theiss, Rita Buzzi Rausch
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado de Santa Catarina — UDESC
publisher.none.fl_str_mv Universidade do Estado de Santa Catarina — UDESC
dc.source.none.fl_str_mv Revista Brasileira de Contabilidade e Gestão; Vol. 1 No. 1 (2012); 12-24
Revista Brasileira de Contabilidade e Gestão; Vol. 1 Núm. 1 (2012); 12-24
Revista Brasileira de Contabilidade e Gestão; v. 1 n. 1 (2012); 12-24
2764-7471
10.5965/2316419001012012
reponame:Revista Brasileira de Contabilidade e Gestão
instname:Universidade do Estado de Santa Catarina (UDESC)
instacron:UDESC
instname_str Universidade do Estado de Santa Catarina (UDESC)
instacron_str UDESC
institution UDESC
reponame_str Revista Brasileira de Contabilidade e Gestão
collection Revista Brasileira de Contabilidade e Gestão
repository.name.fl_str_mv Revista Brasileira de Contabilidade e Gestão - Universidade do Estado de Santa Catarina (UDESC)
repository.mail.fl_str_mv rbceg.ceavi@udesc.br || paulo.barth@udesc.br
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