RESUMO Diferentes abordagens e perspectivas têm sido utilizadas nos modelos teóricos de retenção de estudantes nas últimas oito décadas, com foco nas altas taxas da evasão de estudante no ensino superior. Muitas dessas abordagens e perspectivas parecem ser pouco conhecidas dos educadores, administradores e formuladores de políticas das instituições de ensino em função das suas complexidades. Alguns pesquisadores, preocupados com as questões de evasão escolar, estão saindo de uma abordagem com perspectiva pontual para uma abordagem mais abrangente e integrativa, preocupada com soluções mais construtivas. Esse estudo tem como objetivo identificar e compreender as perspectivas dos modelos teóricos de retenção e fornecer aos educadores, administradores e formuladores de políticas uma visão abrangente dos principais modelos teóricos de retenção de estudantes, considerando as abordagens e perspectivas para auxiliar nas questões relativas à evasão de estudante.A pesquisa resultou em vinte e três modelos teóricos de retenção com suas respectivas abordagens e perspectivas.

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Este presente trabalho tem como objetivo apresentar uma análise das estratégias do modelo pedagógico ML-SAI, o qual foi desenvolvido para orientar atividades de m-learning, fundamentado na Teoria da Sala de Aula Invertida (SAI). Para tal foi realizada uma pesquisa bibliográfica sobre os modelos pedagógicos, os aspectos relacionados à m-learning, os princípios básicos da SAI e apresenta-se a estrutura e estratégias do ML-SAI. A seguir, analisou-se os resultados encontrados com a experimentação do modelo, na disciplina de introdução a programação, promovendo algumas reflexões e considerações sobre o mesmo. Estas analises revelaram, que o modelo, colabora positivamente com a aquisição de conhecimentos e competências.

The digital transformation has introduced new challenges and significant changes for society, intensified in this time of (post) pandemic (COVID-19). Among these challenges, the process of learning new technology by professionals, known as digital maturity, has taken on a critical role. It is a fact that digital maturity and digital transformation are not the same thing, but are intimately connected, as both are essential in the current business context.Despite the relevance of the matter, state of the art focuses, mainly, on building models to evaluate the digital maturity of organizations, reducing the prospect of impacts on the professionals. The goal of this research seeks firstly to evaluate studies on digital technology and their impacts on accounting. For this, bibliographical research was carried out based on Scopus and Science Direct examining the relevant publications on digital technology and accounting. Next, we analyzed the results found on the research conducted with accounting postgraduate students in order to understand their level of digital maturity regarding the technologies in evidence in the current market. The analyses revealed that, despite the impact, accounting professionals are still quite unaware of or have limited knowledge about these technologies and consequently the reflexes on their profession.

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The aim of this study is to analyze the educational community, the CESUPA (IES) and the students, education professionals, teachers and coordinators, as the insertion of information and communication technologies (ICT) can influence in the learning and teaching process. The study focused on the perceptions about the limits and possibilities of teachers' performance in the face-toface higher education modality offered by an HEI and seeks to identify aspects that can determine the teacher's performance associated with the use and exploitation of digital media in higher education and as these can contribute to the formation of an Educational Methodology for face-toface higher education. For this purpose, a field survey was conducted in four physical units of the CESUPA academic community. The elements that form the sample are related to the characteristics established in the objective of the study, taking non-probabilistic samples of the intentional type or rational selection. The research chose to use the questionnaire with the education professionals (teachers and coordinators) of the academic community of CESUPA (IES). It is raised in this context as a requirement that the school intends to develop in its students an active and critical thinking. This leads to a cooperation between teacher and students so that an intellectual growth of this relationship can be triggered, with the teacher taking into account the difficulties of each student. In addition, the use of electronic games as a pedagogical tool in several disciplines in the HEIs is

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Cet article est basé sur un projet de recherche mené entre octobre 2010 et 2012. Un problème central a guidé les travaux scientifiques effectué dans cinq écoles publiques portugaises et avec une population d’élèves de morphologie sociale contrastant : comment les expériences d’injustice, d’humiliation et de non-reconnaissance sont perçues par les élèves dans plusieurs contextes scolaires et son impact sur la construction de l’identité de genre des élèves. En analysant le sujet à partir de l’angle théorique-épistémologique de la sociologie pragmatique, l’accent est mis sur les capacités critiques que les acteurs mobilisent dans la situation, et à travers lequel leurs actions sont structurées. Les jugements rendus par les élèves (et aussi par les enseignants) avant des expériences humiliantes et les régimes d’action qui soutiennent ces jugements sont ainsi privilégiée.