A pedagogia das competências e a formação crítico-humanizadora: olhares sobre a BNC-Formação e a Formação Docente
Notice bibliographique
Résumé
This research discusses the Pedagogy of Competencies inserted in the new National Curricular Guidelines for Teacher Training in undergraduate courses. The aim was to analyze the legal documents (BNC-Training) and the Opinions and Resolutions directed at these courses, in order to understand the divergences from what is proposed in these new documents, as well as the perspective of a critical-humanizing training based on a humanizing anthropology. The general objective of the thesis is to analyze, in the curricular documents directed at teacher training, the presence of the neoliberal perspective, through the insertion of the Pedagogy of Competencies, which opposes a critical-humanizing conception of training. The research is configured by the methodological path of a qualitative approach, of a basic nature, with exploratory-analytical objectives, since it proposes to analyze and describe the characteristics of the documents studied based on procedures of documentary research, bibliography and literature review. It is assumed that curricular changes constitute elements of implementation of a proposal arising from neoliberal mercantile logic. The epistemological perspective that permeates the view and reflections of this study is critical. The theoretical premises that anchor it are configured around the issue of curriculum as a way of amalgamating subjects, based on the provision of quality. Thus, the content analysis was carried out according to the proposal of Bardin (2016), presenting the emphasized lexical terms that configure the presence of the neoliberal perspective in BNC-Formação from the perspective of critical curricular theories, which base their theoretical plan on Marxist conceptions. The main authors used were: Dardot and Laval (2016), to discuss the influences of Neoliberalism; Ramos (2011) and Sacristán (2011), to address the Pedagogy of Competencies; Saviani (2013), Freitas (2018) and Libâneo (2019), to explore the influences of the neoliberal perspective and its insertion in the context of education and, also, Libâneo (2019), Saviani (2013), Freire (2018), Charlot (2019) and Laval; Vergne (2023) to discuss the formative curriculum. The main conclusions of the study were: (a) that curricular changes focused on competencies and skills constitute a neoliberal ruse that dehumanizes and promotes barbarism; that such changes are inconsistent with a critical-humanizing education, since they alienate the subjects, since the processes are governed by the economic market; that they use the discourse of quality in education as a discursive fallacy, using lexicons to entangle those involved; that the resumption of Resolution No. 2/2015 flows as a possible alternative, but moves towards the construction of a new document. Therefore, at the end of the study, proposals for actions are presented from a critical-humanizing perspective based on an anthropology that is also humanizing for teacher training.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,002 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,005 | 0,000 |
| Communication savante | 0,003 | 0,004 |
| Science ouverte | 0,003 | 0,001 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».