TEACHER EDUCATION AND THE 2024 NATIONAL CURRICULUM GUIDELINES: WHAT DO THE LATTES CVS OF ACCOUNTING FACULTY AT PARANÁ STATE UNIVERSITIES REVEAL?

Abstract

This study examined the educational and professional trajectories recorded in the Lattes CVs of Accounting faculty members at Paraná's seven state universities, considering the academic-scientific, professional-practical, and pedagogical-didactic categories and their relationship with the 2024 National Curriculum Guidelines (DCNs). The descriptive, qualitative, documentary study analyzed 208 Lattes CVs, representing 211 faculty–university affiliations. The mean percentages of recorded indicators were 89.6% in the academic-scientific category, 77.7% in the professional-practical category, and 49.4% in the pedagogical-didactic category. Within the latter, 140 affiliations (66.4%) included records of teaching methods or strategies, while 56 (26.5%) contained records of training or academic work related to learning assessment. Technology, the integration of Accounting with other fields, ethics, sustainability, and university outreach were also documented. Although records related to competency-based teaching or assessment were present in 53.6% of affiliations, only 2.4% contained records specifically related to competency-based assessment. Academic-scientific indicators ranked highest in all seven universities, while pedagogical-didactic indicators varied among institutions. The study identifies differences between records of knowledge and experiences related to the DCNs and those concerning preparation to develop and assess competencies, informing discussions on faculty development in Accounting education.