Impactos da implantação do modelo de estrutura curricular por competências em cursos técnicos no CEFET-AM

• Ano de defesa: 2004
• Autor(a) principal: Isabel Cristina Escocio Santiago
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Saberes; Aprendizagem; Competências; Educação profissional; Empregabilidade; Formação profissional; Administração; Ensino profissional
• Link de acesso: http://hdl.handle.net/1843/BUBD-9ACH3S

Studies about competences have occupied a lot of space in the Brazilian organizational and educational environment. At the educational area, they are ruled on the Law nr. 9.394/96 Diretrizes e Bases da Educação, which gave schools new ways of management very close tothe practicing that has been developed and is required by the labor market and that demands from professionals more flexibility, polivalence, autonomy and mobility of competence. Viewing this changes as responses to technological pressures in the labor world and that, insome way, transfer to the workers the responsibility for their inclusion and employability, the school has an important role of giving adequate professional formation for the development of true citizens, who are agents of changing before the actual challenges. This research aims toreveal the main impacts (facilities and difficulties) of the implementation of a model of curricular structure by competences, that has been in use since 2001, on technical courses at Centro Federal de Educação Tecnológica CEFET-AM, through a preliminary data collection, with descriptive characteristics, in which were interviewed two directors who have taken part and worked on the building and implementation of the model of competences since 1996. The interviews were for making a questionnaire that was applied to 20 teachers and 100 students of the technical courses. The data colleted have allowed to detect the effort made by the general staff of CEFET-AM to get involved in the process of the model implementation, although they have not received part of the investments from MEC for professional training. In spite of the difficulties, most teachers and students evaluated the teaching by competencesas a new model.