PEDAGOGICAL PRACTICE OF ACCOUNTING PROFESSORS FROM SOUTHERN AND SOUTHEASTERN BRAZIL: STUDY OF PERCEPTIONS OF AFFECTIVITY

Abstract

This study purpose to analyze the perception of affection by Accounting Professors in their teaching practices. Different theories of affectivity recommend that affective functional set influences the social environment and affects the individual cognitive. The research is nature applied to higher education in Accounting, with a qualitative approach to the research problem. The study subjects were 96 members of teachers Accounting undergraduate courses in the South and Southeast of Brazil. The results show empirically the recognition of the relevance of affection and perception of moods of students to the process of teaching and learning. The respondents attribute that motivation to learning relates to the style classes and the methodology of teaching (98%), with the relationship between teacher and student (97%) and the use of information and communication technologies (94%). The dialogue in the classroom was the preferred way to interactions with their students (98%), However, 42% of teachers rarely used tools forums and chat rooms for the purpose of interactions and 5% never used the Virtual Learning Environment. Data show that Accounting Professors does not adopt pedagogical practices mediated by information and communication technologies, compatible with distance learning revealing the need for training in information technology. They also reveal the need for training for the use of TIC as tools that enable you affective interactions in the virtual learning environment. We suggest future research to explore technological resources that contribute to the recognition of the affective dimension in virtual learning environments, adherent to the pedagogical practices of Accounting Professors.