Pub Date : 2021-02-08DOI: 10.22533/at.ed.25021050121
Elder Lisboa Ferreira da Costa, Bárbara Côgo Venturim, Jeferson Alves Bozzi, V. Castro, Fernanda Chaves da Silva, Maíra Maciel Oliveira
{"title":"QUANTIFICAÇÃO, ISOLAMENTO E AVALIAÇÃO DO POTENCIAL ENZIMÁTICO DE FUNGOS FILAMENTOSOS PRESENTES NO AR DE AGROINDÚSTRIAS PRODUTORAS DO EMBUTIDO CÁRNEO SOCOL","authors":"Elder Lisboa Ferreira da Costa, Bárbara Côgo Venturim, Jeferson Alves Bozzi, V. Castro, Fernanda Chaves da Silva, Maíra Maciel Oliveira","doi":"10.22533/at.ed.25021050121","DOIUrl":"https://doi.org/10.22533/at.ed.25021050121","url":null,"abstract":"","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"36 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82443011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-08DOI: 10.29327/cbcp2020.278318
Thamires Queiroga dos Santos, Teresa Lacerda, Ayla D. F. Sá, Geraldavane Lacerda Lopes, Carla Rosane da Silva Tavares Alves, Hozana Maria de Figueiredo Silva
{"title":"BISCOITOS SEM GLÚTEN PRODUZIDOS COM FARINHA DE MANDIOCA E SABORIZADOS COM FARINHA DE BETERRABA","authors":"Thamires Queiroga dos Santos, Teresa Lacerda, Ayla D. F. Sá, Geraldavane Lacerda Lopes, Carla Rosane da Silva Tavares Alves, Hozana Maria de Figueiredo Silva","doi":"10.29327/cbcp2020.278318","DOIUrl":"https://doi.org/10.29327/cbcp2020.278318","url":null,"abstract":"","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"51 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81097601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.13058/raep.2021.v22n2.1978
Ú. Maruyama, Liz-Rejane Issberner, Patrícia Andrea Do Prado Rios
We are currently living the Anthropocene, a period in which humans have generated impacts on nature that corresponds to a geological force capable of modifying the planet’s biophysical parameters, affecting its sustainability. Knowledge is a condition for emancipation, and citizens endowed with sustainability knowledge will be able to influence political decisions and the society. Currently, the universities are expected to provide tools for understanding environmental issues from a more holistic perspective, rather than relying on traditional reductionist approaches. Thus, the objective of this study was to investigate the Brazilian Federal Technological Scientific Professional Education Network’s (RFEPCT) commitment to relevant environmental issues raised by the Anthropocene. Additionally, the ‘information regime’ approach was selected to identify factors that may contribute or influence its composition and the information-power relationships. The results show that the RFEPCT members’ actions are carried out in isolation, needing an element that integrates information and effectively articulates their social networks. The managerial priority was mostly motivated by economic issues or by public regulation and requirements. This study presents an original and unique Mapping on RFEPCT Information Regime elements and offers a HEI Environmental Agenda as a contribution.
{"title":"Nurturing the Seeds of Sustainability Education: Information Regime in Brazilian Public HEI","authors":"Ú. Maruyama, Liz-Rejane Issberner, Patrícia Andrea Do Prado Rios","doi":"10.13058/raep.2021.v22n2.1978","DOIUrl":"https://doi.org/10.13058/raep.2021.v22n2.1978","url":null,"abstract":"We are currently living the Anthropocene, a period in which humans have generated impacts on nature that corresponds to a geological force capable of modifying the planet’s biophysical parameters, affecting its sustainability. Knowledge is a condition for emancipation, and citizens endowed with sustainability knowledge will be able to influence political decisions and the society. Currently, the universities are expected to provide tools for understanding environmental issues from a more holistic perspective, rather than relying on traditional reductionist approaches. Thus, the objective of this study was to investigate the Brazilian Federal Technological Scientific Professional Education Network’s (RFEPCT) commitment to relevant environmental issues raised by the Anthropocene. Additionally, the ‘information regime’ approach was selected to identify factors that may contribute or influence its composition and the information-power relationships. The results show that the RFEPCT members’ actions are carried out in isolation, needing an element that integrates information and effectively articulates their social networks. The managerial priority was mostly motivated by economic issues or by public regulation and requirements. This study presents an original and unique Mapping on RFEPCT Information Regime elements and offers a HEI Environmental Agenda as a contribution.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"23 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66137912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.13058/raep.2021.v22n2.1983
Tatiani Schmitt, A. Alberton, Marco Aurélio Butzke, Francine Neves
O jogo de empresas é uma estratégia de ensino ativa que oportuniza aos discentes uma experiência vivencial mais próxima da realidade organizacional, o qual é desenvolvido em ambientes de aprendizagem. O objetivo da presente pesquisa é analisar a percepção dos discentes ao utilizar a estratégia de ensino jogos de empresas em um ambiente virtual de aprendizagem em duas universidades de Santa Catarina. A pesquisa é considerada mista, de abordagem quantitativa e qualitativa, com dados oriundos de 2 questionários e de 2 focus group aplicados com discentes de graduação e pós-graduação de duas universidades de Santa Catarina. Na análise dos dados foram utilizadas a estatística descritiva, a análise fatorial e a análise de conteúdo. Os resultados mostram que os discentes tiveram uma percepção positiva sobre o uso da estratégia de ensino Jogos de empresas e no ambiente de aprendizagem apontaram dificuldades ao utilizar a plataforma digital dos jogos. A principal contribuição é o fornecimento de subsídios aos docentes para aperfeiçoar o processo de ensino-aprendizagem, bem como um estímulo para docentes utilização de jogos de empresas e de outras estratégias de ensino em sala de aula, levando em consideração questões importantes para o sucesso na aplicação.
{"title":"Ambiente de aprendizagem e Jogos de empresas: a percepção dos discentes","authors":"Tatiani Schmitt, A. Alberton, Marco Aurélio Butzke, Francine Neves","doi":"10.13058/raep.2021.v22n2.1983","DOIUrl":"https://doi.org/10.13058/raep.2021.v22n2.1983","url":null,"abstract":"O jogo de empresas é uma estratégia de ensino ativa que oportuniza aos discentes uma experiência vivencial mais próxima da realidade organizacional, o qual é desenvolvido em ambientes de aprendizagem. O objetivo da presente pesquisa é analisar a percepção dos discentes ao utilizar a estratégia de ensino jogos de empresas em um ambiente virtual de aprendizagem em duas universidades de Santa Catarina. A pesquisa é considerada mista, de abordagem quantitativa e qualitativa, com dados oriundos de 2 questionários e de 2 focus group aplicados com discentes de graduação e pós-graduação de duas universidades de Santa Catarina. Na análise dos dados foram utilizadas a estatística descritiva, a análise fatorial e a análise de conteúdo. Os resultados mostram que os discentes tiveram uma percepção positiva sobre o uso da estratégia de ensino Jogos de empresas e no ambiente de aprendizagem apontaram dificuldades ao utilizar a plataforma digital dos jogos. A principal contribuição é o fornecimento de subsídios aos docentes para aperfeiçoar o processo de ensino-aprendizagem, bem como um estímulo para docentes utilização de jogos de empresas e de outras estratégias de ensino em sala de aula, levando em consideração questões importantes para o sucesso na aplicação.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66137927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.13058/raep.2021.v22n2.2019
Silvia Ferraz Nogueira De Tommaso, Ivete Rodrigues, Vanessa Cuzziol Pinsky
Pesquisas na área de sustentabilidade são muitas vezes interdisciplinares. Baseiam-se em problemas complexos e sistêmicos, que demandam ação coletiva entre diversos atores para mitigar riscos e aproveitar oportunidades. A abordagem qualitativa é muito utilizada em estudos em sustentabilidade por meio de métodos como estudo de caso e pesquisa bibliográfica. Entretanto, o uso de abordagens metodológicas sistêmicas é escasso. O objetivo do artigo é descrever os protocolos e procedimentos operacionais do método Análise Qualitativa Interativa (IQA na sigla em inglês) aplicados em uma pesquisa empírica. O IQA é um método adequado para pressupostos epistemológicos complexos e construção de sistemas. O método propõe protocolos baseados em múltiplas fontes de coleta e análise de dados, e participação ativa dos respondentes da pesquisa. Além de contribuírem com seus depoimentos, os constituintes são envolvidos em rodadas de análise e validação dos dados. O estudo apresenta os procedimentos metodológicos usados na operacionalização de uma pesquisa que investigou a adoção de estratégias de valor compartilhado em empresas de grande porte. A sistematização dos protocolos e o rigor metodológico sugerem que o IQA é um método adequado para estudos na temática da sustentabilidade.
{"title":"Análise Interativa Qualitativa: uma contribuição metodológica para pesquisas em sustentabilidade","authors":"Silvia Ferraz Nogueira De Tommaso, Ivete Rodrigues, Vanessa Cuzziol Pinsky","doi":"10.13058/raep.2021.v22n2.2019","DOIUrl":"https://doi.org/10.13058/raep.2021.v22n2.2019","url":null,"abstract":"Pesquisas na área de sustentabilidade são muitas vezes interdisciplinares. Baseiam-se em problemas complexos e sistêmicos, que demandam ação coletiva entre diversos atores para mitigar riscos e aproveitar oportunidades. A abordagem qualitativa é muito utilizada em estudos em sustentabilidade por meio de métodos como estudo de caso e pesquisa bibliográfica. Entretanto, o uso de abordagens metodológicas sistêmicas é escasso. O objetivo do artigo é descrever os protocolos e procedimentos operacionais do método Análise Qualitativa Interativa (IQA na sigla em inglês) aplicados em uma pesquisa empírica. O IQA é um método adequado para pressupostos epistemológicos complexos e construção de sistemas. O método propõe protocolos baseados em múltiplas fontes de coleta e análise de dados, e participação ativa dos respondentes da pesquisa. Além de contribuírem com seus depoimentos, os constituintes são envolvidos em rodadas de análise e validação dos dados. O estudo apresenta os procedimentos metodológicos usados na operacionalização de uma pesquisa que investigou a adoção de estratégias de valor compartilhado em empresas de grande porte. A sistematização dos protocolos e o rigor metodológico sugerem que o IQA é um método adequado para estudos na temática da sustentabilidade.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66138036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O objetivo deste texto é apresentar o mapeamento das escolas primárias públicas das zonas rurais de São João do Sabugi, no Rio Grande do Norte e o modelo que se seguiu para o aparelhamento da oferta do ensino. O referencial teórico e metodológico correspondeu às premissas da História Oral temática híbrida, a considerar as análises documentais. O movimento expositivo do texto partiu da contextualização do objeto e conceituação do modelo de escola unitária. A análise permitiu constatar que a escola rural sabugiense subsidiada por recursos públicos nasceu em 1954 por força da Lei Municipal nº 63, de 02 de abril de 1954 (embora tenham sido identificadas escolas ofertadas pelo estado, mas mantidas pelo município sem que houvesse decreto de criação estadual) e que as professoras dedicaram o fazer docente em tessitura da vida familiar e pessoal. Palavras-chave: Escolas rurais. História da educação. Escolas unitárias.
本文的目的是展示sao joao do Sabugi农村地区公立小学的地图，在里约热内卢Grande do Norte，以及遵循的模式，以提供教育。理论和方法框架对应于混合主题口述历史的前提，考虑文献分析。文本的论述运动源于对象的语境化和单一学派模式的概念化。分析发现农村学校sabugiense发展为城市公共资源依法生于1954年(63º,1954年4月2日(虽然已确定学校ofertadas国家,但没有创造有法令由市州),按照老师的教学做在他的个人和家庭的生活。关键词:农村学校。教育的历史。综合学校。
{"title":"Escolas rurais de São João do Sabugi/RN (1954)","authors":"Aline de Medeiros Fernandes","doi":"10.37853/pqe.e202049","DOIUrl":"https://doi.org/10.37853/pqe.e202049","url":null,"abstract":"O objetivo deste texto é apresentar o mapeamento das escolas primárias públicas das zonas rurais de São João do Sabugi, no Rio Grande do Norte e o modelo que se seguiu para o aparelhamento da oferta do ensino. O referencial teórico e metodológico correspondeu às premissas da História Oral temática híbrida, a considerar as análises documentais. O movimento expositivo do texto partiu da contextualização do objeto e conceituação do modelo de escola unitária. A análise permitiu constatar que a escola rural sabugiense subsidiada por recursos públicos nasceu em 1954 por força da Lei Municipal nº 63, de 02 de abril de 1954 (embora tenham sido identificadas escolas ofertadas pelo estado, mas mantidas pelo município sem que houvesse decreto de criação estadual) e que as professoras dedicaram o fazer docente em tessitura da vida familiar e pessoal. \u0000Palavras-chave: Escolas rurais. História da educação. Escolas unitárias.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"2 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73950703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.13058/raep.2020.v21n3.1767
D. Durante, Antonio Carlos Coelho
Our critical epistemic review examines how researchers deal with the creation of knowledge regarding learning in organizations from the standpoint of cognitive interests. We adopted the epistemic matrices’ analytical model elaborated by Paes de Paula (2016), who handles the creation of knowledge based on cognitive interests and epistemic reconstruction, as an alternative to the paradigms of Burrel and Morgan (1979). The object of analysis were dissertations defended in Brazilian stricto sensu graduate programs in Administration. The identification of cognitive interests in the dissertations was based on sociological approaches classified by the circle of epistemic matrices, which encompasses pure sociological approaches and sets of overlapping closed curves, forming hybrid sociological approaches. The latent and clear content of sociological approaches were collected and analyzed using the qualitative data analysis software Atlas.ti 7. We conclude that the technical and practical interests guide the creation of knowledge regarding learning in organizations – putting aside the emancipatory interest in our discussions. We also conclude that, in order to make contributions for the advancement of knowledge, our study must go beyond the aggregation of cognitive interests; it is necessary to investigate the postulates of sociological approaches to which the interests are connected.
我们的批判性认识论综述从认知兴趣的角度考察了研究人员如何处理组织中学习知识的创造。我们采用了Paes de Paula（2016）阐述的认知矩阵分析模型，作为Burrel和Morgan（1979）范式的替代方案，Paes de Bola处理基于认知兴趣和认知重建的知识创造。分析的对象是巴西严格意义上的行政学研究生课程中的论文答辩。学位论文中对认知兴趣的识别是基于按认识矩阵圈分类的社会学方法，该方法包括纯社会学方法和重叠的闭合曲线集，形成了混合社会学方法。使用定性数据分析软件Atlas.ti 7收集并分析了社会学方法的潜在和明确内容。我们得出的结论是，技术和实践利益指导了组织中学习知识的创造——在我们的讨论中抛开解放利益。我们还得出结论，为了为知识的进步做出贡献，我们的研究必须超越认知兴趣的聚合；有必要研究与利益相关的社会学方法的假设。
{"title":"Epistemic Matrices In The Construction Of Knowledge On Learning in Organizations","authors":"D. Durante, Antonio Carlos Coelho","doi":"10.13058/raep.2020.v21n3.1767","DOIUrl":"https://doi.org/10.13058/raep.2020.v21n3.1767","url":null,"abstract":"Our critical epistemic review examines how researchers deal with the creation of knowledge regarding learning in organizations from the standpoint of cognitive interests. We adopted the epistemic matrices’ analytical model elaborated by Paes de Paula (2016), who handles the creation of knowledge based on cognitive interests and epistemic reconstruction, as an alternative to the paradigms of Burrel and Morgan (1979). The object of analysis were dissertations defended in Brazilian stricto sensu graduate programs in Administration. The identification of cognitive interests in the dissertations was based on sociological approaches classified by the circle of epistemic matrices, which encompasses pure sociological approaches and sets of overlapping closed curves, forming hybrid sociological approaches. The latent and clear content of sociological approaches were collected and analyzed using the qualitative data analysis software Atlas.ti 7. We conclude that the technical and practical interests guide the creation of knowledge regarding learning in organizations – putting aside the emancipatory interest in our discussions. We also conclude that, in order to make contributions for the advancement of knowledge, our study must go beyond the aggregation of cognitive interests; it is necessary to investigate the postulates of sociological approaches to which the interests are connected.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"255-281"},"PeriodicalIF":0.1,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48758711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.13058/raep.2020.v21n3.1897
Fernando de Souza Coelho, Lindijane de Souza Bento Almeida, Suylan Midlej, P. Schommer, M. Teixeira
The year 2020 marks ten years since the term “Public Field” was introduced in Brazil. Professors and students of undergraduate programs in public administration, public management, and public policy were the first to adopt the term, which emerged at a public hearing of the National Education Council on April 5, 2010, held to discuss the preparation of the National Curriculum Guidelines (NCG) for public administration undergraduate programs. There are many books and articles about the history of public administration education in Brazil, discussing its various cycles since 1952 and the movement to redefine the identity of higher education in this field of knowledge, which resulted in the establishment of the NCG in 2014. During the period 2015-2020, the Public Field in Brazil witnessed the establishment of representative entities, the process of implementing the NCG, the creation of specific scientific events, the preparation of the National Student Performance Exam (Enade) for public administration students, the elaboration of publications with titles related to the Public Field, and the formation of a multidisciplinary academic community. However, there is no systematization of this period of institutionalization. This article addresses this gap, describing this recent history and analyzing the current challenges of the Public Field. First, we carried out a comparative analysis of literature and documents to reveal the milestones of the public field and its challenges after the implementation of the NCG. Then, we conducted a survey with 365 valid responses, where professors, researchers, students, and alumni related to the Public Field prioritized the challenges presented. The outcome of this research is an overview of the construction of the Public Field in Brazil.
{"title":"The “public field” after the establishment of the national curriculum guidelines for the undergraduate teaching in public administration: trajectory and current challenges (2015-2020)","authors":"Fernando de Souza Coelho, Lindijane de Souza Bento Almeida, Suylan Midlej, P. Schommer, M. Teixeira","doi":"10.13058/raep.2020.v21n3.1897","DOIUrl":"https://doi.org/10.13058/raep.2020.v21n3.1897","url":null,"abstract":"The year 2020 marks ten years since the term “Public Field” was introduced in Brazil. Professors and students of undergraduate programs in public administration, public management, and public policy were the first to adopt the term, which emerged at a public hearing of the National Education Council on April 5, 2010, held to discuss the preparation of the National Curriculum Guidelines (NCG) for public administration undergraduate programs. There are many books and articles about the history of public administration education in Brazil, discussing its various cycles since 1952 and the movement to redefine the identity of higher education in this field of knowledge, which resulted in the establishment of the NCG in 2014. During the period 2015-2020, the Public Field in Brazil witnessed the establishment of representative entities, the process of implementing the NCG, the creation of specific scientific events, the preparation of the National Student Performance Exam (Enade) for public administration students, the elaboration of publications with titles related to the Public Field, and the formation of a multidisciplinary academic community. However, there is no systematization of this period of institutionalization. This article addresses this gap, describing this recent history and analyzing the current challenges of the Public Field. First, we carried out a comparative analysis of literature and documents to reveal the milestones of the public field and its challenges after the implementation of the NCG. Then, we conducted a survey with 365 valid responses, where professors, researchers, students, and alumni related to the Public Field prioritized the challenges presented. The outcome of this research is an overview of the construction of the Public Field in Brazil.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"488-529"},"PeriodicalIF":0.1,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66137771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.13058/raep.2020.v21n3.1787
Murilo Alvarenga Oliveira, Nilce Helena da Silva Melo
This paper addresses the use of experiential learning to improve knowledge about the capital market, by applying a program with business games, using an electronic simulator of the Brazilian stock market. The objective was analyzing the cognitive domain of the participants after application of an educational program about the capital market, using a business game tailored for stock market trading. The descriptive study, with a quantitative approach, used the quasi-experiment technique to collect data on the learning of undergraduate business administration students at a federal university located in the state of Rio de Janeiro, Brazil. The data were submitted nonparametric statistical analysis with the inferential Mann-Whitney U-test as well as tests of comparison of medians. The results revealed statistically significant differences in assimilating knowledge between the groups of participants. The G1 group, whose theoretical content was exposed before the game application, showed an assimilation of superior knowledge. In this sense, it was possible to conclude that the way the educational program with the business game was applied affected the students’ assimilation of knowledge.
{"title":"Business Games and Stock Market: An analysis of students’ learning in a Business Administration course","authors":"Murilo Alvarenga Oliveira, Nilce Helena da Silva Melo","doi":"10.13058/raep.2020.v21n3.1787","DOIUrl":"https://doi.org/10.13058/raep.2020.v21n3.1787","url":null,"abstract":"This paper addresses the use of experiential learning to improve knowledge about the capital market, by applying a program with business games, using an electronic simulator of the Brazilian stock market. The objective was analyzing the cognitive domain of the participants after application of an educational program about the capital market, using a business game tailored for stock market trading. The descriptive study, with a quantitative approach, used the quasi-experiment technique to collect data on the learning of undergraduate business administration students at a federal university located in the state of Rio de Janeiro, Brazil. The data were submitted nonparametric statistical analysis with the inferential Mann-Whitney U-test as well as tests of comparison of medians. The results revealed statistically significant differences in assimilating knowledge between the groups of participants. The G1 group, whose theoretical content was exposed before the game application, showed an assimilation of superior knowledge. In this sense, it was possible to conclude that the way the educational program with the business game was applied affected the students’ assimilation of knowledge.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"316-347"},"PeriodicalIF":0.1,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49116184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.13058/raep.2020.v21n3.1796
L. Carvalho, J. Pereira, Rui Dias, A. Noronha
This research aims to identify the learning styles of Portuguese higher education students in business administration, and in return to enable the identification of effective ways to foster the teaching-learning process. The research is divided into two parts: a theoretical approach and the analysis and discussion of the results obtained in light of the learning style of these students as characterized by the Felder-Silvernman model. The data were collected from 3 Portuguese Higher Education Institutions and seek to contribute to the improvement of the learning process in business management courses and to provide for adequate planning of learning strategies aimed at educational success. The statistical analysis of the data was performed with SPSS version 25.0 for Windows and included both descriptive and inferential statistics. The results of the study are consistent with the findings in the literature in similar contexts, suggesting that learning styles vary according to the individual. Regarding gender, a variable that has been studied relatively little to date, there is also evidence in the study that female students seem to use cognitive strategies significantly more than their male counterparts.
本研究旨在确定葡萄牙高等教育学生在工商管理方面的学习风格，并找出促进教学过程的有效方法。本研究分为两个部分：理论方法和根据Felder Silverman模型所表征的这些学生的学习风格对结果进行分析和讨论。这些数据是从3所葡萄牙高等教育机构收集的，旨在为改善商业管理课程的学习过程做出贡献，并为旨在取得教育成功的学习战略提供充分的规划。数据的统计分析使用SPSS 25.0 for Windows进行，包括描述性统计和推断性统计。这项研究的结果与文献中在类似情况下的发现一致，表明学习风格因个人而异。关于性别这个迄今为止研究相对较少的变量，研究中也有证据表明，女生似乎比男生更多地使用认知策略。
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