THE CHALLENGES FOR TEACHER EDUCATION: THE CONCEPT OF COMPETENCES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION

Detalhes bibliográficos
Autor(a) principal: Melo Junior, Valdenir Cardoso Gomes de
Data de Publicação: 2022
Outros Autores: Castaman, Ana Sara, Garcia, Amélia Maria Lima
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3456
Resumo: This integrative literature review addressed two relevant themes for vocational education (VA): the logic of competences and the current policy of Brazilian teacher education. The objective was to know and characterize the concept of competences, in order to contribute to new investigations, debates and reflections on the theme linked to teacher training at VA. The methodology is based on a qualitative research, through an integrative literature review. The results showed that in the last 21 (twenty-one) years, 23 (twenty-three) documents were selected, which relate the discussions on the competences in teacher education related to EFA remained present, even if inconstant over the years. It is notable that a significant number of authors sought to deepen this issue, while a smaller percentage reproduced the content of Brazilian legislation on education and the proposals for documents from international organizations, without a critical analysis. Therefore, competencies are a reality that will probably not be easily overcome and must be accompanied by scientific knowledge that promotes culture, work, science, philosophy and critical thinking, by those teachers who want to make a difference, even with all the limitations of teaching structures.
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spelling THE CHALLENGES FOR TEACHER EDUCATION: THE CONCEPT OF COMPETENCES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATIONLOS DESAFÍOS PARA LA FORMACIÓN DE PROFESORES: EL CONCEPTO DE HABILIDADES EN LA EDUCACIÓN PROFESIONAL Y TECNOLÓGICAOS DESAFIOS PARA A FORMAÇÃO DOCENTE: O CONCEITO DAS COMPETÊNCIAS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICAcompetênciaeducação profissionalformação de professorescompetencesvocational educationteacher educationhabilidadeseducación profesionalformación de profesoresThis integrative literature review addressed two relevant themes for vocational education (VA): the logic of competences and the current policy of Brazilian teacher education. The objective was to know and characterize the concept of competences, in order to contribute to new investigations, debates and reflections on the theme linked to teacher training at VA. The methodology is based on a qualitative research, through an integrative literature review. The results showed that in the last 21 (twenty-one) years, 23 (twenty-three) documents were selected, which relate the discussions on the competences in teacher education related to EFA remained present, even if inconstant over the years. It is notable that a significant number of authors sought to deepen this issue, while a smaller percentage reproduced the content of Brazilian legislation on education and the proposals for documents from international organizations, without a critical analysis. Therefore, competencies are a reality that will probably not be easily overcome and must be accompanied by scientific knowledge that promotes culture, work, science, philosophy and critical thinking, by those teachers who want to make a difference, even with all the limitations of teaching structures.Esta revisión integradora de la literatura abordó dos temas relevantes para la educación profesional y tecnológica (EVA): la lógica de las competencias y la actual política brasileña de formación docente. El objetivo fue conocer y caracterizar el concepto de competencias, con el fin de contribuir a nuevas investigaciones, debates y reflexiones sobre la temática vinculada a la formación docente en EPT. La metodología se basa en una investigación de enfoque cualitativo, a través de una revisión integradora de la literatura. Los resultados arrojaron que en los últimos 21 (veintiún) años se seleccionaron 23 (veintitrés) documentos, que relatan las discusiones sobre las competencias en la formación docente relacionadas con la EPT permanecieron presentes, aunque de manera inconstante a lo largo de los años. . Llama la atención que un número significativo de autores buscaron ahondar en este tema, mientras que un porcentaje menor reprodujo el contenido de la legislación brasileña en educación y las propuestas de documentos de organismos internacionales, sin un análisis crítico. Por tanto, las competencias son una realidad que probablemente no se superará fácilmente y deben ir acompañadas de un conocimiento científico que promueva la cultura, el trabajo, la ciencia, la filosofía y el pensamiento crítico, por parte de aquellos docentes que quieran marcar la diferencia, incluso con todas las limitaciones de la docencia. estructuras.Esta revisão integrativa de literatura abordou duas temáticas relevantes para a educação profissional e tecnológica (EPT): a lógica das competências e a atual política de formação docente brasileira. O objetivo foi conhecer e caracterizar o conceito das competências, a fim de contribuir para novas investigações, debates e reflexões sobre a temática atrelado à formação docente na EPT. A metodologia pauta-se numa pesquisa de abordagem qualitativa, por meio da revisão integrativa de literatura. Os resultados demostraram que nos últimos 21 (vinte e um) anos, foram selecionados 23 (vinte e três) documento, que relacionam as discussões sobre as competências na formação docente relacionada a EPT permaneceram presentes, mesmo que de modo inconstante no decorrer dos anos. É notável que uma quantidade significativa de autores buscou se aprofundar nessa questão, enquanto um percentual menor reproduziu o conteúdo da legislação brasileira sobre educação e as propostas de documentos de organismos internacionais, sem uma análise crítica. Portanto, as competências são uma realidade que provavelmente não será facilmente superada e deve estar acompanhada de saberes científicos que promovam a cultura, o trabalho, a ciência, a filosofia e o pensamento crítico, por aqueles docentes que querem fazer uma diferença, mesmo com todas as limitações das estruturas de ensino.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-01-10info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/345610.1590/SciELOPreprints.3456porhttps://preprints.scielo.org/index.php/scielo/article/view/3456/6295Copyright (c) 2022 Valdenir Cardoso Gomes de Melo Junior, Ana Sara Castaman, Amélia Maria Lima Garciahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMelo Junior, Valdenir Cardoso Gomes deCastaman, Ana SaraGarcia, Amélia Maria Limareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-01-07T01:28:38Zoai:ops.preprints.scielo.org:preprint/3456Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-01-07T01:28:38SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv THE CHALLENGES FOR TEACHER EDUCATION: THE CONCEPT OF COMPETENCES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION
LOS DESAFÍOS PARA LA FORMACIÓN DE PROFESORES: EL CONCEPTO DE HABILIDADES EN LA EDUCACIÓN PROFESIONAL Y TECNOLÓGICA
OS DESAFIOS PARA A FORMAÇÃO DOCENTE: O CONCEITO DAS COMPETÊNCIAS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA
title THE CHALLENGES FOR TEACHER EDUCATION: THE CONCEPT OF COMPETENCES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION
spellingShingle THE CHALLENGES FOR TEACHER EDUCATION: THE CONCEPT OF COMPETENCES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION
Melo Junior, Valdenir Cardoso Gomes de
competência
educação profissional
formação de professores
competences
vocational education
teacher education
habilidades
educación profesional
formación de profesores
title_short THE CHALLENGES FOR TEACHER EDUCATION: THE CONCEPT OF COMPETENCES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION
title_full THE CHALLENGES FOR TEACHER EDUCATION: THE CONCEPT OF COMPETENCES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION
title_fullStr THE CHALLENGES FOR TEACHER EDUCATION: THE CONCEPT OF COMPETENCES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION
title_full_unstemmed THE CHALLENGES FOR TEACHER EDUCATION: THE CONCEPT OF COMPETENCES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION
title_sort THE CHALLENGES FOR TEACHER EDUCATION: THE CONCEPT OF COMPETENCES IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION
author Melo Junior, Valdenir Cardoso Gomes de
author_facet Melo Junior, Valdenir Cardoso Gomes de
Castaman, Ana Sara
Garcia, Amélia Maria Lima
author_role author
author2 Castaman, Ana Sara
Garcia, Amélia Maria Lima
author2_role author
author
dc.contributor.author.fl_str_mv Melo Junior, Valdenir Cardoso Gomes de
Castaman, Ana Sara
Garcia, Amélia Maria Lima
dc.subject.por.fl_str_mv competência
educação profissional
formação de professores
competences
vocational education
teacher education
habilidades
educación profesional
formación de profesores
topic competência
educação profissional
formação de professores
competences
vocational education
teacher education
habilidades
educación profesional
formación de profesores
description This integrative literature review addressed two relevant themes for vocational education (VA): the logic of competences and the current policy of Brazilian teacher education. The objective was to know and characterize the concept of competences, in order to contribute to new investigations, debates and reflections on the theme linked to teacher training at VA. The methodology is based on a qualitative research, through an integrative literature review. The results showed that in the last 21 (twenty-one) years, 23 (twenty-three) documents were selected, which relate the discussions on the competences in teacher education related to EFA remained present, even if inconstant over the years. It is notable that a significant number of authors sought to deepen this issue, while a smaller percentage reproduced the content of Brazilian legislation on education and the proposals for documents from international organizations, without a critical analysis. Therefore, competencies are a reality that will probably not be easily overcome and must be accompanied by scientific knowledge that promotes culture, work, science, philosophy and critical thinking, by those teachers who want to make a difference, even with all the limitations of teaching structures.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-10
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SciELO Preprints
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SciELO Preprints
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