A Influência do endosso de blogueiras no comportamento das consumidoras de moda no Brasil

The study about the celebrity endorsement has relevance for both the academia and businesses seeking to retain and attract customers through marketing communications. However, most researches conducted analyzes celebrities from the artistic or sports, and study the endorsement in print media or on TV. Few studies analyze the endorsement of influencers in social media. Observing this gap, the aim of this study is to verify if the endorsement of fashion bloggers influence on purchase intention of Brazilian consumers. In addition, other factors were analyzed for better understanding of the fashion consumer behavior: evaluation of the product, brand awareness, brand loyalty, product quality, involvement with fashion, and credibility of the endorser. Therefore, it held two studies. The first consisted of a qualitative exploratory research, which used focus groups to identify and understand how social media affect the behavior of consumers of fashion products. Among the main results of this study, we highlight the Instagram appointed unanimously as the main social media used by respondents for information on fashion, and the mention of blogger Thássia Naves as the main source of fashion reference in social media. In the second study was undertaken an experiment in which half of the sample had access to the image of a dress used by the blogger Thássia Naves on her Instagram, while the other half had access to dress image disclosed at the online store website of the product brand. The number of valid responses considered for the study was 465. To test the hypotheses of the study, we applied the t test for independent samples and ANOVA test for more than two groups. The survey results supported 5 of 8 hypotheses proposed. which were: The endorsement of the fashion blogger has a positive effect on purchase intention of the endorsed product (H1); The endorsement of the fashion blogger has a positive effect on the evaluation of the endorsed product (H2); The credibility of the fashion blogger has a positive effect on purchase intention of the endorsed product (H3); The credibility of the fashion blogger has a positive effect on the evaluation of the endorsed product (H4); and the credibility of the fashion blogger has a positive effect on brand awareness (H5). The other hypotheses have been disproved: The credibility of the fashion blogger has a positive effect on brand loyalty (H6); The credibility of the fashion blogger has a positive effect on the perception of quality (H7); and the credibility of the fashion blogger has a positive effect on involvement with fashion (H8).Within the scope of further analysis, it was found that involvement with fashion positively interfere in purchase intent, the evaluation of the product, brand awareness, loyalty to the brand, the pursuit of product quality and credibility of the endorser. Moreover, it was found that the frequency of access to Instagram for fashion information positively affects the purchase intention, in evaluating the product, the brand awareness in brand loyalty, involvement with fashion, and credibility endorser.

Formação inicial do professor de matemática com uso de tecnologias da informação e comunicação no contexto da escola pública

This paper intends to analyze which contribution for teachers formative training the participation on extension projects can bring to the bachelors in Mathematics teaching. The research was conducted during the developing of a Project from the Program of Extension - Programa de Extensão UFU/Comunidade (PEIC) in a municipal school located in a country zone from Uberlândia-MG. The research was constituted by a series of activities with students from the ninth year of the Fundamental Education, Middle School. The main focus is the work developed by two bachelors of Mathemactics teaching from the Federal University from Uberlândia who were part of the PEIC team. This present research intends to answer the following question: How the extension project “Information technology and communication on Mathematics problem resolution in country zone schools” has contribited to reinforce and to (re)criate the fomative experiences of students from the Mathematics teaching course who have developed such project? The presente study is from a qualitative nature and has made use of the partaker searching methodology. The presente paper was organized in three chapters. On chapter I evidence is given to theoretical discussion made, having as main references the works of Larrosa, Ponte e Shön. Chapter II brings the description of the three activities that were developed and aplied during the PEIC Project, which are: Problems in the Park, Inaccessible Hight and Lili Game. On chapter III, the data analysis is presented. The data was obtained through instruments of registration such as: camera recording, photografic material, meetings reports, field notes, surveys and semi-structured interviews. The initial hypothesis aim is on the fact that the participation on extention projects during the graduation course can bring rich contribution for the teachers to be, since it’s going to provide the knowledge and chalenge close to the one from the future profession. With the analysis of the obtained results from the colected data, it was possible to conclude that the PEIC has provided the bachelors in Mathematics teching the opportunity of recreate and potenciate their formative experiences. Such opportunity happened in situations that involved, for example, planning makings, development of colective work, softwares usage, different school spaces and the direct interaction with school bureaucracy. Beyond that, it was possible to work with the cocepts of reflection in action in a way to contribute to the professional development of the future Mathematics teachers. Thereby, in our final considerations, is possible to conclude that extension projects performed during the graduation course can bring great contributions to the professional formation of the bachelors in Mathematics teaching, among them we highlight the potentiation of the previous formative experiences and the development of colective work and behavior related to a reflexive teacher.