O conceito de competências no contexto do currículo oficial paulista

• Ano de defesa: 2020
• Autor(a) principal: Patiño, Tatiana Zanini da Silva
• Orientador(a): Carvalho, Celso do Prado Ferraz de
• Banca de defesa: Carvalho, Celso do Prado Ferraz de, Miranda, Nonato Assis de, Bioto-Cavalcanti, Patrícia Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: competências; currículo; currículo oficial paulista; educação básica; São Paulo
• Palavras-chave em Inglês: basic education; competencies; curriculum; currículo oficial paulista; São Paulo
• Palavras-chave em Espanhol: currículum oficial paulista; educación básica; habilidades; plan de estudios; San Pablo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2425

The reform of Brazilian education, initiated in the 1990s, was extremely influenced by the context and discourses that emphasized the need for school curriculum to be organized based on the concept of competencies. The thesis to support this premise, disseminated by the discourse of multilateral agencies, was that the education of the 21st century should be oriented to respond to the new work processes, which would be demanding workers with new training requirements. In general, these guidelines define that basic education promotes general training for work, according to the requirements of this new context of work organization. In 2007, the State of São Paulo initiated a comprehensive curricular reform, put into practice in 2008, which resulted in the unification of the curriculum and its linear implementation throughout the state's basic education network. In 2010, the curriculum reform was renamed the Currículo Oficial Paulista (Official Curriculum). One of the structuring principles of the official curriculum presentation documents is the concept of competencies. The object of study of this research is the concept of competencies in the official curriculum of the State of São Paulo. From this object, some concerns emerged that motivated and directed the development of this research, condensed in the following research question: what expressions and meanings does the concept of competencies acquire in the official curriculum of the São Paulo State Department of Education? With the question presented, it was delimited as a general objective to understand what meaning and sense the concept of competencies acquires in the São Paulo state curriculum. As specific objectives we list: (1) to understand what references the official São Paulo curriculum incorporates when dealing with the concept of competencies, (2) to identify the arguments used to organize the competence-centered curriculum and (3) to analyze how the official São Paulo curriculum articulates the concept of competencies with the perspective of training a critical individual. Starting from the presented objectives, the research was then developed according to a qualitative approach, of bibliographic and documental character, based on the literature review, related studies and documentary analysis. The results of the research show that the São Paulo state curriculum was organized only based on the concepts proposed by the Department of Education, restricting the right to democratic management and the autonomy of schools. It has as its central principle the development of competencies, in a perspective that secondary the general formation and the historically accumulated knowledge. In this perspective, what is intended is a formation that meets more the interests of the professional market and less the general formation of students.