Dissertação
O enfoque por competências no discurso sobre o ensino médio brasileiro: um exercício de problematização
Fecha
2014-03-17Registro en:
MIGUEL, Ivan Gregorio Silva. The competency-based approach in the discourse about brazilian high school: an exercise of problematization. 2014. 111 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2014.
Autor
Miguel, Ivan Gregorio Silva
Institución
Resumen
The purpose of this research is to problematize how the competency-based approach in Brazilian high schools is
placed on discourse, analyzing the conditions that led to its emergence, and display some alternatives in
reference to the role of the teacher within the system that promotes this approach. Considering that the official
documents and programs in Brazil have been linked to competencies for at least the last twenty years with the
enactment of the Law of Directives and Bases of National Education (LDB, 1996), we consider relevant to
conduct an analysis that will allow us to problematize this reality from a perspective inspired by the ideas of
philosopher Michel Foucault. From this point of view, we will try to visualize how this focus is brought into
discourse and we will propose the possibility of thinking of it as a technology device within the school. We carry
out research based on international documents related to the topic (Tuning project and reports from the European
experience), Brazilian official documents (National Education Plan, Act Basic Guidelines and Guidelines for
National Central High School), and a selection of articles of Brazilian academic production. Later we explore the
construction of the situation which established the gradual entry and consolidation of this approach in Brazilian
education. Considering the changes in the labor world, demands that new configurations of companies place on
education, the apparent need for entrepreneurial training of workers to adapt to a reality that seems to be
constantly changing, and some public policies that - according to official documents themselves - intend to
position Brazil as a reference within the new global settings, we built an analytical framework that allowed us to
establish some of the conditions of possibility to establish competencies in Brazilian education. With authors like
Michel Foucault, Alexandre F. de Carvalho, Sylvio Gadelha , Alfredo Veiga -Neto, Peter Miller, Nikolas Rose
and José G. Sacristán, among others, we seek to build an analysis that enables to visualize how the competencybased
approach in Brazilian high school enters in a regime of truth that places it at the service of the system.
Therefore, this work analyzes how the current neoliberal system, using governance technologies, favors the
construction of subjectivities that sustain it and reconfigured it, in order to develop more efficient and effective
strategies and structures able not only to keep it but also to improve it. Of these technologies, we focus on
problematizing the school, and particularly the Brazilian high school, but trying to focus not only on the role of
the school, but also on the contextualization that favors the development of these constructions. This work is
linked to the research Practices and Public Policy School of Post-Graduate Program in Education (PPGE) of the
Federal University of Santa Maria (UFSM).