1Mathematics Department, Centro Universitário da FEI, São Bernardo do Campo, Brazil;
2Business Department, Centro Universitário da FEI, São Bernardo do Campo, Brazil
Journal of Business and Management Sciences.
2014,
Vol. 2 No. 5, 105-110
DOI: 10.12691/jbms-2-5-3
Copyright © 2014 Science and Education PublishingCite this paper: Paulo H. Trentin, Fábio Gerab, Hong Y. Ching. The Role of the Concept Maps in the Development of a Pedagogical Project of a Business Course.
Journal of Business and Management Sciences. 2014; 2(5):105-110. doi: 10.12691/jbms-2-5-3.
Correspondence to: Paulo H. Trentin, Mathematics Department, Centro Universitário da FEI, São Bernardo do Campo, Brazil;. Email:
trentin@fei.edu.brAbstract
This article aims at describing an experience in the use of Concept Maps in a competency - based pedagogical project in a Business course of a Brazilian higher education institution. The basis for our considerations is the Course Pedagogical Project (CPP), Parecer (Official Review) 776/97 of the National Education Council (CNE) and Resolution 04/2005 of the CNE. As theoretical basis, meaningful learning was utilized in which construction of concept maps represents a methodological possibility for the student to achieve understanding about the integration and connections among distinct course subjects scheduled for each semester in a four years course. The course for construction of Concept Maps should also encourage the student to address meaning for the specific constructs of each of the curriculum components. Any implementation of a new pedagogical approach, such as the competencies pedagogy, requires a change of mindset and of paradigms of different players: the course coordinator, the professor and the students. It also requires a reorganization of educational institutions that should be committed to the student’s qualification.
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