Abordagem de competências, desenvolvimento humano e educação superior

Abstract

RESUMO Tendo como fundamento a psicologia do desenvolvimento humano, apresenta-se, neste artigo, uma ampliação conceitual à compreensão de competência. Esse é um termo polissêmico, com multiplicidade de concepções epistemológicas, éticas e ideológicas que imprimem complexidade aos processos formativos, especialmente em relação à formação pessoal e profissional na educação superior. Defende-se a noção de competência ancorada na mobilização intencional de diversos recursos próprios ao desenvolvimento humano: processos psicológicos, comportamentos, conhecimentos, afetos, crenças, habilidades, escolhas éticas e estéticas, que devem ser mobilizados pelo sujeito. Apresenta-se, a partir dessa ampliação, uma categorização de competências transversais e possibilidades para sua avaliação. A reflexão pode fundamentar uma atuação crítica de psicólogos e educadores para a mediação do desenvolvimento de competências dos atores do ensino superior.

School Psychology on the Formation of the Social Educator: Assessment of the Professional Profile

“…In individual responses by competence resources, the generated number of responses is equal to the number of participants of the research (six), which is distributed among the concepts named "developed", "undeveloped" (little developed) and "not developed" for each competence assessed by the respondent. TCC1 TCC2 TCC3 TCC4 TCC5 TCC6 TCC7 TCC8 TCC9 TCC10 TCC11 TCC12 TCC13 TSC1 TSC2 TSC3 TSC4 TSC5 TSC6 TSC7 TSC8 TSC9 The results indicated that the educators signalized the development of transversal competences, that is, those related to practical knowledge, to the interpersonal, ethical and esthetical resources and of minor development on technical competences to the formal initial formation, which is based on the development of theoretical and conceptual resources and technical and scientific resources to the profession (Marinho- Araujo & Almeida, 2017). This, probably, indicates that the lack of specific formation in the field of social education in Brazil may not guarantee safety as to a practice related to the contexts of not formal education, as indicated by the Brazilian studies by Calegare (2005); Caro and Guzzo (2004); Dadico (2003), Dadico and Souza (2010);Dias (2007), Galvão (2014); Galvão and Marinho-Araujo (2017) and Soares (2008).…”

“…The theoretical reflections of School Psychology and the notion on competences proposed by Araujo (2003) and Marinho-Araujo and Almeida (2017) discussed in this manuscript, added to the results from the current study, were aimed to expand the conceptions, which form the propositions of initial and continuous formation of the workers from social education. The work characteristics of social educator in the contemporary scenario of non-formal educative institutions are relevant for the actuation and intervention from School Psychology, specially committed to the adult development in contemporary contexts of educational practices.…”

“…In the last decades, there were changes in social, historical, economical and cul- (Araujo, 2003;Marinho-Araujo & Almeida, 2017;Marinho-Araujo & Rabelo, 2015).…”

“…The current formative processes comprehend the development of professional competences based on an ethical conception, emancipatory and autonomous of individual, whose professional commitment is directed to social change (Marinho- Araujo & Almeida, 2017). The educative strategies to build social competences to work shall consider the aspects of subjectivity, developed in the individuality and collectivity of the individuals, in order to privilege a critical political and social formation, which suppress the professional conditioning generated by power relations and relations established by the capitalistic society.…”

“…The instauration of differentiated educative contexts of this nature means the establishment of privileged spaces for the professional formation of committed adult individuals with the transformation of reality. What is observed, against the precariousness of formation in this field, is that urge formative strategies directed to the development of competences of the social educators, targeting the constitution of resources (theoretical, technical, practical, interpersonal, ethical), which mobilize a critical and political actuation in the contexts of combat against social problems (Araujo, 2003;Marinho-Araujo & Almeida, 2017).…”