ImplicaÃÃes do modelo de competÃncias na educaÃÃo profissional do SENAC/PE: sob o olhar do professor

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This research analyzes the implications of the model of competences in the pedagogical action developed at SENAC/PE under the docentsâ and supervisorsâ optics of the following courses: Technical Course of Secretaryship and Technical Course in Nursing. We had as an empiric field three Professionalizing Centers located in the cities of Paulista, VitÃria de Santo AntÃo and Recife, where the cited technical courses were being held. As a methodological procedure, we opted for a semi-structured interview composed by a sample of sixteen docents and four supervisors. We analyzed the most pertinent elements of the speech extracts for our investigation. We used documental analysis of historical and social nature accomplished by the following documents: The Directive and Basis of the National Education Law No. 9.394/96 and its most pertinent regulating acts of the professional education and politics, projects, institutional plans, trying to collate data and compare with the formal and real curriculum expressed in the speeches of the researched subjects. We verified as implications in the actions of the education of SENAC/PE, teachers without background for teaching and theoretical-methodological bases for the implementation of the proposal; insufficient continued education; time and social-educative context iconsistent with the strategies used for the development of the competences, as they are prescribed in the curricular directives; the rotation of the teachers; the hidden resistance to the implementation of the model of competences; and students presenting basic formation deficit, indicating that the model of competences, as it is pre-established, is incompatible with the school reality, even though it is about professional formation, seeing that, in the pedagogical practice, the docents run into limits which are greater than their surpassing possibilities. Although the re-interpretation of the official pedagogical discourse guides the actions and capabilities, we conclude that there is a gap between the referred discourse implied in the prescribed curriculum and the pedagogical practice announced by the interviewees; however, the elements that set up the model of competences are part of the integrated subjectsâ speeches of this study. The discoveries seem to confirm some literature results that point out to polysemy and distortions implied in the pedagogy of competences

ASSUNTO(S)

competence curriculum and pedagogical practice qualification educacao currÃculo educaÃÃo profissional qualificaÃÃo professional education modelo de competÃncias prÃtica pedagÃgica

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