ART IN THE TEACHING-LEARNING PROCESS AND ITS CONTRIBUTION TO THE FORMATION OF ACCOUNTANTS: DRAMAS AND DISCOVERIES OF THE STUDENT-ARTIST

Detalhes bibliográficos
Autor(a) principal: Rodrigues de Oliveira Medeiros, Cíntia
Data de Publicação: 2013
Outros Autores: Miranda, Gilberto José, Barbosa de Miranda, Aline
Tipo de documento: Artigo
Idioma: por
Título da fonte: REAd (Porto Alegre. Online)
Texto Completo: https://seer.ufrgs.br/index.php/read/article/view/38953
Resumo: The way organizations react to changes in the current context requires competencies and skills that go beyond technique and rationality, since professionals deal with an environment increasingly ambiguous and complex. Regarding the accountant, it is noticeable that in view of his/her role in society, the desirable professional profile comprises skills which go beyond the traditional and structuralist view of teaching in undergraduate accounting courses. The construction of knowledge takes place through the relations between all those involved in the learning process: teachers, students and other agents in the context in which they are situated. The search for teaching practices that allow the reconciliation of subjectivity and objectivity finds in the use of art in teaching-and-learning, a proposal which illuminates paths towards the exploration of multiple possibilities and unique experiences. The theoretical framework privileges relevant aspects of didactics in the teaching of accounting, emphasizing  the key concepts developed by Vygotsky which will give support to the  discussion about the contribution of art towards a broader formation of accountants. This article aims to present the results of an experiment developed with fourth-semester accounting students of the College of Integrated Sciences of the Pontal region, which is part of Uberlandia Federal University. Case study is used as a research strategy. Data collection is done using documents produced by students, their testimonies, and the observation of the teacher. The results indicate the potential contributions of dramatizations to a broader formation of the accountant.
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spelling ART IN THE TEACHING-LEARNING PROCESS AND ITS CONTRIBUTION TO THE FORMATION OF ACCOUNTANTS: DRAMAS AND DISCOVERIES OF THE STUDENT-ARTISTARTE EN LA ENSEÑANZA-APRENDIZAJE Y SU CONTRIBUCIÓN A LA FORMACIÓN DEL CONTADOR: LOS DRAMAS Y LOS DESCUBRIMIENTOS DEL ESTUDIANTE-ARTISTAA ARTE NO PROCESSO DE ENSINO-APRENDIZAGEM E SUA CONTRIBUIÇÃO PARA A FORMAÇÃO DO CONTADOR: DRAMAS E DESCOBERTAS DO ESTUDANTE-ARTISTAEnsinoDramatizaçãoDidáticaFormação ProfissionalContadorEducationDramatizationCurriculumTrainingAccountantEnseñanzaDramaPlan de estudiosEntrenamientoContadorThe way organizations react to changes in the current context requires competencies and skills that go beyond technique and rationality, since professionals deal with an environment increasingly ambiguous and complex. Regarding the accountant, it is noticeable that in view of his/her role in society, the desirable professional profile comprises skills which go beyond the traditional and structuralist view of teaching in undergraduate accounting courses. The construction of knowledge takes place through the relations between all those involved in the learning process: teachers, students and other agents in the context in which they are situated. The search for teaching practices that allow the reconciliation of subjectivity and objectivity finds in the use of art in teaching-and-learning, a proposal which illuminates paths towards the exploration of multiple possibilities and unique experiences. The theoretical framework privileges relevant aspects of didactics in the teaching of accounting, emphasizing  the key concepts developed by Vygotsky which will give support to the  discussion about the contribution of art towards a broader formation of accountants. This article aims to present the results of an experiment developed with fourth-semester accounting students of the College of Integrated Sciences of the Pontal region, which is part of Uberlandia Federal University. Case study is used as a research strategy. Data collection is done using documents produced by students, their testimonies, and the observation of the teacher. The results indicate the potential contributions of dramatizations to a broader formation of the accountant.La forma de las organizaciones reaccionar en el contexto actual de cambio requiere de conocimientos y habilidades que van más allá de la racionalidad técnica y, una vez que los  profesionales trabajan en un entorno cada vez más ambiguo y complejo. Con respecto al contador, se observa que, dado su papel en la sociedad, el deseable perfil profesional incluye habilidades que van más allá de la concepción tradicional y estructuralista de la enseñanza en contabilidad. La construcción del conocimiento se produce a través de las relaciones entre todos los que trabajan en el proceso de aprendizaje: profesores, alumnos y demás personal del contexto en que se encuentran. La búsqueda de prácticas pedagógicas que permitan la conciliación de la subjetividad y la objetividad encuentran, en el uso del arte en la enseñanza y el aprendizaje, un enfoque que ilumina un camino hacia la exploración de múltiples posibilidades y experiencias singulares. El marco teórico se centra en las cuestiones pertinentes a la enseñanza de la educación contable, haciendo hincapié en los conceptos claves desarrollados por Vygotsky que apoyará el debate sobre la contribución del arte a una mayor formación del contador. Este artículo tiene como objetivo presentar los resultados de un experimento en el cuarto semestre de la Faculdade de Ciências Integradas do Pontal en la Universidade Federal de Uberlândia. El estudio de caso se utiliza como una estrategia de investigación. La recopilación de datos se realiza mediante los documentos producidos por los estudiantes, los testimonios de ellos, y la observación de la maestra. Los resultados indican la posible contribución de la dramatización hacia a una mayor formación del contador.O modo como as organizações reagem no atual contexto de mudanças exige competências e habilidades que vão além da técnica e da racionalidade, visto que os profissionais lidam com um ambiente cada vez mais ambíguo e complexo. No que diz respeito ao contador, observa-se que, face ao papel que desempenha na sociedade, o perfil profissional desejável compreende qualificações que extrapolam a concepção tradicional e estruturalista do ensino na graduação em Ciências Contábeis. A construção do conhecimento se dá a partir das relações entre todos aqueles que atuam no processo de aprendizagem: docentes, estudantes e outros agentes do contexto em que estão situados. A busca por práticas pedagógicas que permitam a conciliação de subjetividade e objetividade encontra, na utilização da arte no ensino-aprendizagem, uma proposta que ilumina caminhos em direção à exploração de múltiplas possibilidades e experiências singulares. O suporte teórico privilegia aspectos relevantes sobre a didática no ensino de contabilidade, enfatizando os principais conceitos desenvolvidos por Vygotsky que darão sustentação à discussão da contribuição da arte para a formação mais ampla do contador. O presente artigo tem como objetivo apresentar os resultados de uma experiência desenvolvida no quarto período do curso de Ciências Contábeis da Faculdade de Ciências Integradas do Pontal na Universidade Federal de Uberlândia. O estudo de caso é utilizado como estratégia de pesquisa. A coleta de dados é feita, utilizando-se de documentos produzidos pelos estudantes, depoimentos dos mesmos e observação da professora. Os resultados apontam para potenciais contribuições da dramatização para uma formação mais ampla do contador.Universidade Federal do Rio Grande do Sul2013-04-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionCase StudyEstudio de CasoAvaliado pelos paresinfo:eu-repo/semantics/otherapplication/pdfhttps://seer.ufrgs.br/index.php/read/article/view/38953Electronic Review of Administration; Vol. 16 No. 2 (2010): Edição 66 - mai/ago 2010; 446-480Revista Electrónica de Administración; Vol. 16 Núm. 2 (2010): Edição 66 - mai/ago 2010; 446-480Revista Eletrônica de Administração; v. 16 n. 2 (2010): Edição 66 - mai/ago 2010; 446-4801413-23111980-4164reponame:REAd (Porto Alegre. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/read/article/view/38953/26464Rodrigues de Oliveira Medeiros, CíntiaMiranda, Gilberto JoséBarbosa de Miranda, Alineinfo:eu-repo/semantics/openAccess2013-08-08T15:16:27Zoai:seer.ufrgs.br:article/38953Revistahttp://seer.ufrgs.br/index.php/read/indexPUBhttps://seer.ufrgs.br/read/oaiea_read@ufrgs.br1413-23111413-2311opendoar:2013-08-08T15:16:27REAd (Porto Alegre. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv ART IN THE TEACHING-LEARNING PROCESS AND ITS CONTRIBUTION TO THE FORMATION OF ACCOUNTANTS: DRAMAS AND DISCOVERIES OF THE STUDENT-ARTIST
ARTE EN LA ENSEÑANZA-APRENDIZAJE Y SU CONTRIBUCIÓN A LA FORMACIÓN DEL CONTADOR: LOS DRAMAS Y LOS DESCUBRIMIENTOS DEL ESTUDIANTE-ARTISTA
A ARTE NO PROCESSO DE ENSINO-APRENDIZAGEM E SUA CONTRIBUIÇÃO PARA A FORMAÇÃO DO CONTADOR: DRAMAS E DESCOBERTAS DO ESTUDANTE-ARTISTA
title ART IN THE TEACHING-LEARNING PROCESS AND ITS CONTRIBUTION TO THE FORMATION OF ACCOUNTANTS: DRAMAS AND DISCOVERIES OF THE STUDENT-ARTIST
spellingShingle ART IN THE TEACHING-LEARNING PROCESS AND ITS CONTRIBUTION TO THE FORMATION OF ACCOUNTANTS: DRAMAS AND DISCOVERIES OF THE STUDENT-ARTIST
Rodrigues de Oliveira Medeiros, Cíntia
Ensino
Dramatização
Didática
Formação Profissional
Contador
Education
Dramatization
Curriculum
Training
Accountant
Enseñanza
Drama
Plan de estudios
Entrenamiento
Contador
title_short ART IN THE TEACHING-LEARNING PROCESS AND ITS CONTRIBUTION TO THE FORMATION OF ACCOUNTANTS: DRAMAS AND DISCOVERIES OF THE STUDENT-ARTIST
title_full ART IN THE TEACHING-LEARNING PROCESS AND ITS CONTRIBUTION TO THE FORMATION OF ACCOUNTANTS: DRAMAS AND DISCOVERIES OF THE STUDENT-ARTIST
title_fullStr ART IN THE TEACHING-LEARNING PROCESS AND ITS CONTRIBUTION TO THE FORMATION OF ACCOUNTANTS: DRAMAS AND DISCOVERIES OF THE STUDENT-ARTIST
title_full_unstemmed ART IN THE TEACHING-LEARNING PROCESS AND ITS CONTRIBUTION TO THE FORMATION OF ACCOUNTANTS: DRAMAS AND DISCOVERIES OF THE STUDENT-ARTIST
title_sort ART IN THE TEACHING-LEARNING PROCESS AND ITS CONTRIBUTION TO THE FORMATION OF ACCOUNTANTS: DRAMAS AND DISCOVERIES OF THE STUDENT-ARTIST
author Rodrigues de Oliveira Medeiros, Cíntia
author_facet Rodrigues de Oliveira Medeiros, Cíntia
Miranda, Gilberto José
Barbosa de Miranda, Aline
author_role author
author2 Miranda, Gilberto José
Barbosa de Miranda, Aline
author2_role author
author
dc.contributor.author.fl_str_mv Rodrigues de Oliveira Medeiros, Cíntia
Miranda, Gilberto José
Barbosa de Miranda, Aline
dc.subject.por.fl_str_mv Ensino
Dramatização
Didática
Formação Profissional
Contador
Education
Dramatization
Curriculum
Training
Accountant
Enseñanza
Drama
Plan de estudios
Entrenamiento
Contador
topic Ensino
Dramatização
Didática
Formação Profissional
Contador
Education
Dramatization
Curriculum
Training
Accountant
Enseñanza
Drama
Plan de estudios
Entrenamiento
Contador
description The way organizations react to changes in the current context requires competencies and skills that go beyond technique and rationality, since professionals deal with an environment increasingly ambiguous and complex. Regarding the accountant, it is noticeable that in view of his/her role in society, the desirable professional profile comprises skills which go beyond the traditional and structuralist view of teaching in undergraduate accounting courses. The construction of knowledge takes place through the relations between all those involved in the learning process: teachers, students and other agents in the context in which they are situated. The search for teaching practices that allow the reconciliation of subjectivity and objectivity finds in the use of art in teaching-and-learning, a proposal which illuminates paths towards the exploration of multiple possibilities and unique experiences. The theoretical framework privileges relevant aspects of didactics in the teaching of accounting, emphasizing  the key concepts developed by Vygotsky which will give support to the  discussion about the contribution of art towards a broader formation of accountants. This article aims to present the results of an experiment developed with fourth-semester accounting students of the College of Integrated Sciences of the Pontal region, which is part of Uberlandia Federal University. Case study is used as a research strategy. Data collection is done using documents produced by students, their testimonies, and the observation of the teacher. The results indicate the potential contributions of dramatizations to a broader formation of the accountant.
publishDate 2013
dc.date.none.fl_str_mv 2013-04-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Case Study
Estudio de Caso
Avaliado pelos pares
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/read/article/view/38953
url https://seer.ufrgs.br/index.php/read/article/view/38953
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/read/article/view/38953/26464
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Electronic Review of Administration; Vol. 16 No. 2 (2010): Edição 66 - mai/ago 2010; 446-480
Revista Electrónica de Administración; Vol. 16 Núm. 2 (2010): Edição 66 - mai/ago 2010; 446-480
Revista Eletrônica de Administração; v. 16 n. 2 (2010): Edição 66 - mai/ago 2010; 446-480
1413-2311
1980-4164
reponame:REAd (Porto Alegre. Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str REAd (Porto Alegre. Online)
collection REAd (Porto Alegre. Online)
repository.name.fl_str_mv REAd (Porto Alegre. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ea_read@ufrgs.br
_version_ 1799766202403258368

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