The implications of pedagogical practices in competences development

• Autor(a) principal: Medeiros, Cláudia Christianne Barros de Melo
• Data de Publicação: 2015
• Outros Autores: Medeiros Júnior, Antonio, Reis, Mônica Karina Santos, Santos, Cecília Isabel dos, Alves, Maria do Socorro Costa Feitosa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ciência Plural
• Texto Completo: https://periodicos.ufrn.br/rcp/article/view/7321
• topic: Competency-Based Education; Curriculum; Education; Higher; Educação Baseada em Competências; Currículo; Educação Superior

Introducion: At present, the Universities search to promote a critical-reflexive education because to pressure from different society’s sectors. It is understood the necessity of sustainable pedagogical practices that enable the development of competences that are associated to training process. As soon, to guide the teaching and learning process by competency as recommended by National Curriculum Guidelines (NCG), it is essential that the Universities assume this role. Objective: Investigate the comprehension about general competencies established by NGC that are present in the training process through speech of students. Methods: It is a descriptive study with qualitative approach which used an interview based in a problem situation for data collection. The subjects were graduating volunteers of Department of Dentistry of Federal University of Rio Grande do Norte. The speech of participants was recorded and transcribed which was analyzed with the ALCESTE software. Results: The corpus were divided in 131 Elementary Context Units (ECU), distributed and clustered in five lexical classes that composes the essential content present in interviews analyzed and denominated of Health problems that appear in Public Health System, communication difficulties, shortcomings of training process, articulated forming spaces and social determinants of health. Conclusions: It is conclude that during training process, there are difficulties in articulation of Academy with health services, beyond of shortage curriculum components with pedagogical practices and disciplines connected to social reality. Despite advances with the inclusion multidisciplinary clinics and insertion formative experiences linked to working world induced by recent higher education politics, the undergraduates present limitations to mobilize knowledge, interpret essential information and work in multi-professional team in face of health problems.