A polissemia da noção de competência: uma análise do conteúdo do discurso do setor público sobre gestão, avaliação e certificação de competências

• Autor(a) principal: Pestana, Maria Inês Gomes de Sá
• Data de Publicação: 2006
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16221
• topic: Representações sociais e midiáticas; Competência; Educacao baseada na competencia; Desempenho; Representacao social; Social and mediatic representation; Competence; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

Why competence is the object of desire of employers and employees, students and teachers, laymen and specialists? The aim of this study is to unveil the meanings, expectations and attitudes related to the notion of competence in the realm of the relations between work and education. Starting with an overview of the school institution and its functions, this study highlights the connections with the world of work, the formation of the working force and the forms of organizing the production. It also discusses the concept of educational formation, qualification and the emergence of the notion of competence. Given to the large use of the mass media repertory and vehicles by the public organizations, this study argues that the public sector discourse can be considered as mediatic. Based upon the mediatic representation theory, it formulates the hypothesis that diffusion is the form of communication used by the public sector. In order to identify similarities, contradictions and the use of concepts to different theo-retical references by the Brazilian public sector, it was used procedures and tech-niques of content analysis to analyze documents about competence management, assessment and certification, produced by the Ministries of Education (MEC), Labor and Employment (MTE), Planning, Budget and Management (MPOG) and the Cen-tral Bank (Bacen). This study shows that by associating competence, employability and professionalization, the discourse not only subordinates the education and the concepts produced by the educational Psychology to socioeconomic demands for new models of production arrangement, but also takes the individual in an idealized and non-situated way. Social issues concerning educational formation and work are trans-ferred to the individual sphere by the psychologization of the competence hence hiding contradictions and challenges to be faced by the education sector