Relação entre metodologias ativas, ciclo de vida docente e qualificação docente no ensino de graduação em contabilidade

Abstract

The admission of a new generation of students of a dynamic profile, communicative, capable of multitasking, made the classroom of institutions of higher education heterogeneous, to the point of creating the necessity of rethinking the traditional method of teaching, giving way to the active methodologies. In literature, it can be found many active methodologies, which were categorized as use of art, strategies based on exposure, problematizing and dynamics, according to the techniques employed. However, the adoption of active methodologies starts from the teacher’s and institutions’ will. In this way, to understand the adoption of active methodologies is necessary research the profile of the teacher in relation of the stage of career that it is found (teacher’s life cycle) and to graduation and experiences (teacher’s qualification). Therefore, this work has as an objective identify the relation between the adoption of categories of active methodologies, the teacher’s life cycle and the teacher’s qualification in teaching in Undergraduate Accounting. To make this research, applied an online questionnaire to teachers of courses on Undergraduate Accounting in Brazil, where it got 441 valid answers. The data was analyzed descriptive and by the variance analysis (ANOVA), to compare the average of adoption to the variables studied. The results points that the adoption of categories of active methodologies is positively related to the teacher’s life cycle, academic and professional experiences and pedagogical graduation (teacher’s qualification). The main contribution of this study is to provide to decision makers of higher education institution, a tool that subsidizes new instructional strategies, while makes it possible to make a diagnosis of the faculty and consequently the generation of strategies for the institution to promote the teacher’s development, with the intent to make better professionals. Ergo, from the institutional contribution, it is reached a personal contribution, in which, teachers that expand the pedagogical knowledge obtain, through the adoption of auxiliary active methodologies in the development of abilities and attitudes (soft skills), in addition to technical competences (hard skills) demanded of the accounting professional, such as, communication skills, critical thinking, collaboration and problem resolve.