<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702021000400208</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.9.2021.208-217</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Impacto das Metodologias Ativas no Ensino e Aprendizagem nas Ciências Contábeis Segundo a Percepção Docente]]></article-title>
<article-title xml:lang="en"><![CDATA[The Impact of Active Methodologies on Teaching and Learning in Accounting Sciences According to Teaching Perception]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Patrícia Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Mato Grosso do Sul  Departamento de Ciências Contábeis]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>9</volume>
<fpage>208</fpage>
<lpage>217</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702021000400208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702021000400208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702021000400208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Evidências bibliográficas sugerem que as metodologias ativas trouxeram contribuições positivas para o processo de ensino-aprendizagem, assim, pode-se inferir que, as metodologias ativas trouxeram mudanças que se relacionam com as premissas das diretrizes curriculares nacionais para o curso de Graduação em Ciências Contábeis. Neste contexto, este artigo estuda o efeito das metodologias ativas nas competências e habilidades concebidas no decorrer dos primeiros semestres do curso de Ciências Contábeis, na percepção docente. O trabalho foi direcionado a sete docentes, dos dois primeiros semestres, do curso de Ciências Contábeis, de uma instituição de Ensino Superior da capital sul-mato-grossense que implantou as Metodologias Ativas em seus cursos, em 2019. Realizou-se a entrevista, através de um questionário com dezessete questões, incluindo questões fechadas para parametrização da amostra e discursivas sobre o objetivo de estudo. A análise do conteúdo das entrevistas permitiu categorizar os resultados de forma quantitativa e qualitativa. Constatou-se que, 85,7% dos entrevistados atuam na docência há mais de 6 anos e que todos utilizam os métodos ativos há pelo menos 1 ano (a maioria entre 2 a 5 anos) e na maioria de suas disciplinas, e um percentual significativo percebeu diversas habilidades e competências desenvolvidas pelos alunos por meio da utilização das Metodologias Ativas. As metodologias mais utilizadas entre os entrevistados são a &#8220;sala de aula invertida&#8221; e &#8220;aprendizagem baseada em problemas&#8221;. Conclui-se que, na percepção dos entrevistados as metodologias ativas aumentaram o desenvolvimento das competências e habilidades dos alunos do curso de Ciências Contábeis. Além disso, na percepção da maioria dos docentes entrevistados as metodologias ativas comparada a metodologia tradicional facilitaram o processo de aprendizagem dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Bibliographic evidence suggests that active methodologies brought positive contributions to the teaching-learning process, thus, it can be inferred that, active methodologies brought changes that are related to the premises of national curricular guidelines for the Undergraduate course in Accounting. In this context, this article studies the effect of active methodologies on the competences and skills conceived during the first semesters of the Accounting course, in the teaching perception. The work was directed to seven teachers, from the first two semesters of the Accounting Sciences course, from a Higher Education institution in the capital of Mato Grosso do Sul that implemented Active Methodologies in their courses in 2019. The interview was held, through a questionnaire with seventeen questions, including closed questions for parameterization of the sample and discursive about the objective of the study. The analysis of the content of the interviews allowed to categorize the results in a quantitative and qualitative way. It was found that 85.7% of respondents have been teaching for more than 6 years and that everyone has been using active methods for at least 1 year (mostly between 2 and 5 years) and in most of their disciplines, and a percentage significant perceived several skills and competences developed by students through the use of Active Methodologies. The most used methodologies among the interviewees are the &#8220;inverted classroom&#8221; and &#8220;problem-based learning&#8221;. It is concluded that, in the interviewees' perception, the active methodologies increased the development of the competences and skills of the students of the Accounting course. In addition, in the perception of most of the teachers interviewed, the active methodologies compared to the traditional methodology facilitated the students' learning process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metodologia de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Competências e Habilidades.]]></kwd>
<kwd lng="en"><![CDATA[Teaching Methodology]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Skills and Abilities.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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