Didactic-pedagogical training of stricto sensu graduate students in accounting sciences from a federal institution of higher education

• Autor(a) principal: Fernandes, Thayná de Oliveira
• Data de Publicação: 2021
• Outros Autores: Araújo, Valdineide dos Santos, Cavalcanti, Paulo Roberto Nóbrega
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Ambiente Contábil
• Texto Completo: https://periodicos.ufrn.br/ambiente/article/view/25730
• topic: didactic-pedagogical training. Graduate student. Accounting Sciences.; Inglês.; formación didáctico-pedagógica. Estudiante graduado. Ciencias Contables.; Formação didático-pedagógica; Egresso da Pós-graduação; Ciências Contábeis.

Purpose: The present study aimed to investigate the didactic-pedagogical graduation in the postgraduate course in Accounting Sciences of a Federal Institution of Higher Education. Methodology: We sought students graduating from the current postgraduate course (stricto sensu) at the Federal Higher Education Institution (IES) under study and from the Multi Institutional and Interregional Postgraduate Program in Accounting Sciences that remained before the creation of the current IES graduate program, reaching the number of 65 (Sixty-five) graduates by March 2018, of which 42 (forty-two) returned the completed questionnaire. As for the objectives, it is a descriptive research and as for the approach to the problem, it has a qualitative character. Furthermore, at the methodological level, the option for the approach was documentary and field research. Results: The results were analyzed through content analysis according to Bardin (2011) and descriptive statistics. They present themselves regarding the profile of the graduates, their reflection of their performance as a professor, having observed a gap in teaching methodology and didactic-pedagogical skills in the graduation of the graduates. As for the documentary analysis, it was found that the subjects that target didactic-pedagogical training subjects are treated as electives. In addition to it, the graduates realize that there was an academic training of excellence, with a good deepening of specific knowledge of the several areas not explored in the undergraduate course and with a contribution to the construction of knowledge in the study area. In this scenario, training is continuous, being necessary during all teaching practice, as learning is constant and essential in this profession. Contributions of the study: The research contributes to the analysis of the academic training received by the graduates of Postgraduate stricto sensu in Accounting Sciences and to reflect on the professor training received by the subjects of the research.