Contributos para a clarificação do conceito de competência numa perspetiva integrada e sistémica

Sá, Patrícia; Paixão, Fátima

doi:10.21814/rpe.2985

Cited by 20 publications

(12 citation statements)

References 3 publications

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“…In order to meet these requirements throughout the higher education programs, the production of professional competence (Sá, P., & Paixão, F., 2013) guided by the Kantian Ethics requires a pedagogical method capable of enabling the contact with the different, the professional practice and the mediation of a tutor, so that the students are able to not only learn how to learn and how to do but also to learn how to be and how to live together (Delors, 2013).…”

Section: Resultsmentioning

confidence: 99%

Ethics in Higher Education and Problem-Based Learning

Moreno¹

2018

AES

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Based on the daily problematics of the current globalized world, this article aims to reiterate the relevance of Ethics' studies in higher education. The analysis utilises the Problem-Based Learning (PBL) concept and the Kantian reflections on education to offer a constructive way to stimulate students' moral growth. The study begins with an introduction of its significance, then it considers the materials studied and the methodology used. Through the collection of bibliographical data, a descriptive approach to Howard Barrows' instruction method and the Kantian thought is given. Afterwards, the paper explains the harmonization between both, showing how Ethics can and should be debated during professional training. It also explains the role of the PBL in this process, concluding that both are the perfect combination for allowing not only the students but also the tutors, to develop their individual common sense and to better adapt to unexpected challenges.

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Section: Resultsmentioning

confidence: 99%

Ethics in Higher Education and Problem-Based Learning

Moreno¹

2018

AES

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“…One of the authors who sought to extrapolate the concept was Zarifian (2001), who analyzed competence from various organizational perspectives by discussing technical, service, process and social skills. Sá & Paixão (2013) discussed the polysemy of the concept from behaviorist and integrated approaches. Historically, White (1959) describes competence as personal characteristics and McClelland (1973) conceptualizes it as a characteristic underlying the subject, the latter being a reference of the concept as input (behaviorist).…”

Section: Competencesmentioning

confidence: 99%

Competências interculturais: interlocuções conceituais e uma proposta de releitura para a educação superior

Clemente

Morosini

2020

Educ. Pesqui.

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Resumo Competências interculturais na educação superior, em especial brasileira, constitui um tema incipiente apesar de sua importância longínqua e de ser um espaço indiscutivelmente composto de um rico arcabouço cultural. Ambiente com a predominância da perspectiva funcional da interculturalidade (CANDAU, 2012; WALSH, 2009), ainda carece de reflexões acerca do desenvolvimento de saberes sobre as temáticas que a permeiam. Este artigo buscou uma interlocução conceitual acerca de competências interculturais na educação superior, a partir de uma pesquisa bibliográfica do tipo qualitativa e exploratória, apropriando-se das principais publicações nacionais e internacionais a respeito do tema. A reflexão conceitual partiu de discussões acerca de competências e interculturalidade , bem como a junção dos dois construtos (competências interculturais) na educação superior. Portanto, foi possível realizar uma releitura com base nos conceitos de competências na ótica de inputs (corrente predominante norte-americana com ênfase no conjunto de características do sujeito) e outputs (corrente predominante europeia com foco nos resultados) e da interculturalidade (interação entre culturas) com concepção de classificação como relacional, funcional e crítica de Walsh (2009). Entende-se que a partir desta pesquisa sejam incitadas novas discussões e olhares acerca do tema, bem como estudos empíricos que venham agregar os resultados aqui apresentados, além de incentivar a busca por didáticas a serem implementadas que visam ao desenvolvimento de competências interculturais na Educação Superior.

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“…Several elements are identified as part of the theoretical construct of "competency". Regardless of the theoretical reference used, "knowledge", "skills" and "attitudes" are recognised as structuring elements of "competency" 52,53 . Knowledge can be understood as the act of effect of abstracting and idea or notion of something, that is, it is the theoretical and practical knowing that incorporates concepts, principles and processes of the natural sciences, of mathematics and of human sciences.…”

Section: Profile Of Genetic Competency For Physiciansmentioning

confidence: 99%

Perfil de Competência em Genética para Médicos do Brasil: uma Proposta da Sociedade Brasileira de Genética Médica e Genômica

Melo

Silva

Husny

et al. 2019

Rev. bras. educ. med.

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Training in genetics is fundamental to understanding the biological aspects of the health-disease binomial. Moreover, with the change in the epidemiological profile, genetically determined disorders have become more relevant as a public health concern. Thus, managing these disorders in an ethical and diligent manner, both in patients and in their families, and considering the logic and policies of the Brazilian Unified Health System (SUS), has become a desirable competency for all physicians, impacting on their undergraduate training. Viewing this issue as relevant, the Brazilian Society of Medical Genetics and Genomics (SBGM) defined the desirable competencies in genetics for Brazilian physicians, tied to the public policies related to medical genetics in Brazil. This paper is a theoretical essay that aims to contextualize and present the competency profile in Genetics for physicians proposed by the SBGM. The proficiency profile, presented and discussed in this essay, was structured based on four essential competencies: (1) to recognise the necessity for continuing education, regularly examining one’s own clinical competency, identifying learning gaps and the advances of genetics and of genomics over time; (2) to identify individuals that present or can develop a genetic disorder and know how and when to refer the patient to a specialist in medical genetics; (3) to manage patients with previously diagnosed genetic disorders and/or birth defects, employing established clinical guidelines in the scope of their professional role; and (4) to promote and stimulate clinical and education practices aimed at preventing genetic disorders and birth defects. The knowledge, skills and attitudes required for attaining these four competencies were identified. Therefore, a competency-based theoretical reference is presented to support the teaching of genetics during medical training. It is proposed that this essential competency profile in genetics should be adopted in all Brazilian medical schools with the purpose of training physicians better prepared for the current demands of the SUS. Furthermore, this competency profile can support continuing professional education actions in the area of Genetics, in order to qualify SUS staff in relation to genetic disorders and birth defects.

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Contributos para a clarificação do conceito de competência numa perspetiva integrada e sistémica

Cited by 20 publications

References 3 publications

Ethics in Higher Education and Problem-Based Learning

Ethics in Higher Education and Problem-Based Learning

Competências interculturais: interlocuções conceituais e uma proposta de releitura para a educação superior

Perfil de Competência em Genética para Médicos do Brasil: uma Proposta da Sociedade Brasileira de Genética Médica e Genômica

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