Training for accounting Research An interpretation from intentionalities and methodics from the teachers’ view

Formación para la investigación contable. Una interpretación de las intencionalidades y las metódicas desde la mirada de los profesores

Published 2013-12-20


https://doi.org/10.30554/lumina.14.1084.2013
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Vol. 14 (2013): Lúmina 14 (January-December)
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Héctor José Sarmiento Ramírez, S. M. M. L. G. A. R. R. (2013). Training for accounting Research An interpretation from intentionalities and methodics from the teachers’ view. Lúmina, 14, 200-227. https://doi.org/10.30554/lumina.14.1084.2013
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Héctor José Sarmiento Ramírez, S. M. M. L. G. A. R. R. (2013). Training for accounting Research An interpretation from intentionalities and methodics from the teachers’ view. Lúmina, 14, 200-227. https://doi.org/10.30554/lumina.14.1084.2013

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Sandra Milena Muñoz López Gustavo Alberto Ruiz Rojas Héctor José Sarmiento Ramírez
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Sandra Milena Muñoz López Gustavo Alberto Ruiz Rojas Héctor José Sarmiento Ramírez

SANDRA MILENA MUÑOZ LOPEZ
Candidata a Doctora en Ciencias Humanas y Sociales de la Universidad Nacional de Colombia sede Medellín. Magister en Educación y Desarrollo Humano Universidad de Manizales. Contadora Pública Universidad de Manizales.


GUSTAVO ALBERTO RUIZ ROJAS
Magister en Educación de la Universidad de San Buenaventura sede Medellín. Especialista en Pensamiento Complejo y Matemático de la Corporación Universitaria Remington. Licenciado en Español y Literatura de la Universidad de Antioquia.


HECTOR JOSE SARMIENTO RAMIREZ
Magister en Administración de la Universidad Nacional de Colombia sede Manizales. Contador Público Universidad de Ibagué. Profesor del Politécnico Colombiano ‘Jaime Isaza Cadavid’

This paper is part of a brief characterization of Accounting Education in Colombia, and the role of research, its evolution and the common strategies to teach this subject. After this, we analyze the didactical approaches used to teach how to do research in Public Accounting programs in Medellín, specifically in what is related with the formative intentionalities and the methodics used to reach such formative ideals, whose interpretation was made by the light of categories anchored in the critical constructive didactics of Wolfgang Klafki, a view of didactics in the broad senses, namely, the one that not only worries about the ideal of the subject to train, but also by the methodics that enables such training.

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