Um Olhar Sobre O Projeto Pedagógico E as Práticas Docentes Baseados Na Proposta De Formação Por Competências

Siqueira, Laci; Nunes, Simone Costa

doi:10.13058/raep.2011.v12n3.161

Cited by 5 publications

(9 citation statements)

References 3 publications

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“…The focus on learning would be jeopardized. These two aspects were also identified by Siqueira and Nunes [18]. Burnier [3] believes that the collective work should be an institutional objective, with time dedicated and proper compensation.…”

Section: Fifth Step: Determination Of Assessment Methodsmentioning

confidence: 92%

“…In their research, Siqueira and Nunes [18] confirm that the interdisciplinary assignments, case studies and bridging theory and practice were being utilized by the teachers, although a lecture type of class is still predominant. One of the challenges for the use of these methodologies is the need to balance the three "knows" of competence.…”

Section: Interdisciplinary Assignmentmentioning

confidence: 92%

“…This will allow a proper assessment of the positive points by the students, their hits and errors and items for improvement in their performance. In Siqueira and Nunes [18] study, 9 out of 15 teachers interviewed have done assessment activities throughout the semester and commented their written test when they returned it to the students.…”

Section: Fifth Step: Determination Of Assessment Methodsmentioning

confidence: 99%

“…It requires a change from the traditional focus on knowledge and content reproduction to be taught to the competences to be built and developed [10,15]. The contents are no longer the end to become the means along with the use of diversified teaching methodologies [18].…”

Section: Competences Pedagogy and Competency Based Educationmentioning

confidence: 99%

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Competency-based Education Applied in a Business Course

Coutinho¹,

Trentin²,

Ching³

2014

JBMS

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The objective of this paper is to report the experience in the organization of the pedagogical project by competence in a Business course. The research, of qualitative approach, was based in the analysis of the Course Pedagogical Project CPP, the Institutional Development Plan, the Resolution 04/2005 of CNE and the National Research CFA/CRAs of 2011.This article proposes a roadmap for deployment of a CPP based in competence and the significative learning from an empirical situation. Any implementation of a new pedagogical proposal like competencies pedagogy requires a change in the mentality and paradigm from the course coordinator, the professors, the students as well as a reorganization of the higher education institutions that are committed with their students' education. This experience aims to contribute to the state of the art for a solid and effective education to meet the interests of the organizations that will hire these professionals.

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Section: Fifth Step: Determination Of Assessment Methodsmentioning

confidence: 92%

Section: Interdisciplinary Assignmentmentioning

confidence: 92%

Section: Fifth Step: Determination Of Assessment Methodsmentioning

confidence: 99%

Section: Competences Pedagogy and Competency Based Educationmentioning

confidence: 99%

See 2 more Smart Citations

Competency-based Education Applied in a Business Course

Coutinho¹,

Trentin²,

Ching³

2014

JBMS

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“…Undeniably, some limitations will be present in the implementation of competence training [17]. Nevertheless, Gonczi [10] states that the process of change takes a great deal of time, which tends to aggravate the discouragement and the consequent demobilization of the actors involved.…”

Section: A Conceptual Frameworkmentioning

confidence: 99%

Planning of the Administration Undergraduate Course: Case Study at the Federal University of Sao Carlos – UFSCar/NSC-LS

Oliveira¹,

Carraro²

2019

SJBM

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This study aims to investigate the critical perception of PCP's UFSCar Management Course at the Natural Sciences Center, from the perspective of the actors most directly involved with this instrument. Based on the assumptions of the interpretative paradigm, we used a qualitative and exploratory research model. As a data collection instrument, we employed document analysis, questionnaires and participant observation. The main results show that, in general, Educational Program Planning (PPE) translates into an important tool for academic management. However, they revealed the need for greater emphasis on the dissemination of this instrument in the academic community. Nevertheless, the functionality and consolidation of the EPP's proposed methodology requires from all stakeholders an academic management effort with clear objectives, guided by a practical agenda built and practiced by many hands. Nevertheless, it is necessary to update this instrument frequently, especially with regard to nomenclatures -an emblematic fact that the case of "Strategic Planning" changes to "Business Strategy" or "Company Strategy" -and the respective disciplines, always considering the demands and profiles of the market for which the student is being prepared. In short, academic management, seen in this light, needs a redesign of its implementation processes, especially with regard to the control and construction of formal channels to measure the results of the implemented model, thus generating conditions that feed the system and constantly improve it.

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Desenvolvimento de Competências e Metodologias Ativas: a Percepção dos Estudantes de Graduação em Administração

Ayres

Cavalcanti

2020

RAEP

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As competências passaram a ser vistas como elementos centrais na formação de profissionais e também como garantidoras de empregabilidade em um cenário de altas taxas de desemprego entre jovens. O objetivo do artigo é examinar se e como, na percepção dos estudantes do curso de graduação em Administração, a utilização de metodologia ativa contribui para o desenvolvimento de suas competências profissionais Um estudo de caso foi realizado em Instituição de Ensino Superior IES do estado de São Paulo que adota, no curso de bacharelado em Administração estratégias ativas de ensino-aprendizagem, fundamentadas nos métodos Problem-based learning (PBL) e Case-based learning (CBL). Os resultados mostram que são nas práticas realizadas no ciclo de trabalho PBL/CBL que os estudantes percebem estar adquirindo capacidades específicas agrupadas em três dimensões de competências: básicas (CBs); sociais (CSs), e para a solução de problemas (CSPs). O desenvolvimento de competências no ambiente educacional requer que a aprendizagem de seus componentes (conceituais, procedimentais e atitudinais) ocorra por meio de procedimentos (fontes de aprendizagem) disciplinares, interdisciplinares e/ou metadisciplinares, e com o apoio de metodologias que possibilitem a aprendizagem ativa, transferível, cooperativa, porém, autônoma dos aprendizes. Analisamos que nas metodologias ativas, fundamentadas no modelo problem-based, dois componentes do processo tutorial influenciam no desenvolvimento das competências: o problema e o professor. O problema pela qualidade da estruturação com que é constituído. O professor pelos vários papéis de orientação dos estudantes que assume nos estágios do ciclo de aprendizagem. Os resultados obtidos contribuem para o campo do Ensino em Administração, no sentido de auxiliar tanto gestores na tomada de decisão sobre a implementação de metodologias ativas no currículo dos cursos de Administração quanto professores na (re)organização de suas práticas educativas e na conscientização sobre novos papéis que devem assumir no processo de ensino-aprendizagem.

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Um Olhar Sobre O Projeto Pedagógico E as Práticas Docentes Baseados Na Proposta De Formação Por Competências

Cited by 5 publications

References 3 publications

Competency-based Education Applied in a Business Course

Competency-based Education Applied in a Business Course

Planning of the Administration Undergraduate Course: Case Study at the Federal University of Sao Carlos – UFSCar/NSC-LS

Desenvolvimento de Competências e Metodologias Ativas: a Percepção dos Estudantes de Graduação em Administração

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