O professor de contabilidade: um estudo bibliométrico abrangendo o período de 2006 a 2016

• Autor(a) principal: Oliveira, Andson Teixeira de
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/19689
• topic: Contabilidade; Docência; Docente; Didática; Saber; Accounting; Teaching; Didactic to know; Teacher; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::CIENCIAS CONTABEIS

This article aims to conduct a bibliometric study on the Faculty of Accounting, covering the period from 2006 to 2016. For this purpose, it has as reference the national publications and periodicals of the accounting area, with A1 to B5 qualification in the CAPES 2015 Qualis. It is a bibliographical, descriptive and quantitative research. The results evidenced a predominance of publications by authors from the Southeast region of Brazil, coming from public education institutions, mainly from FEA / USP. In general, the articles in the sample are descriptive or exploratory surveys with a qualitative approach, in which the researchers chose to develop a case study. It was also observed the lack of frequency of published articles on the subject, which indicates the importance of research on the subject, since teaching as a profession demands knowledge of its own; Is an office of multiple knowledges, skills and abilities in different situations, and context that occur simultaneously inside and outside the classroom. It has in pedagogical practice the production of knowledges and competences, these constructed and merged as a result of personal and professional experiences and interaction with society, in the inquiries and inquiries that lead them to research and seek knowledge that improves and develops skills that will reflect and contribute to the Teaching. Emphasis is also placed on the importance of vocational training, specific technical knowledge, human knowledge and personal skills. It is concluded that there is no recipe, indicating what teachers need to know, since each context requires a specific need and posture of the teacher.