Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic philosophies in support of the socially constructive curriculum theory, important notions were highlighted that have preceded, and might follow, the facilitation of human rights values. The epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic framework appeared to provide appropriate philosophical departure points regarding the facilitation of human rights values. This study anticipated the theoretical clarification of the concept human rights values and included a discussion on the importance of these values in various school contexts. Values identified from the Manifesto on Values, Education and Democracy (2001), that were also present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as possible human rights values. Empirical research was conducted to explore how human rights values were attended to in good practice scenarios in order to provide insight into the questions posed regarding the facilitation of human rights values. Through systematic ethnographic observations and semi-structured interviews it appeared that in both school contexts human rights values were more frequently addressed in incidental situations than in formal curriculum contents. This is interesting seeing that the outcomes-based education model has a number of documents to guide the facilitation of human rights values within formal curriculum contents, whereas the Waldorf approach has no such supportive documents. One might question the value and influence of numerous documents if basic knowledge that is required for the meaningful interpretation of such documents is not communicated from the outset. Moreover, it became evident that since Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf schools adhere, they deal with curriculum matters such as socially constructing a curriculum more effectively. The training of outcomes-based education educators can be questioned regarding the philosophy, theory and methodology of outcomes-based education in view of the hasty implementation of this new model for government schools. As a result of this hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a curriculum. Recommendations and related examples were provided after the completion of the study. This included, among others, the notions of dialogically facilitating human rights values to promote learners' understanding of their rights, and the rights of others; to transform incidental facilitation of human rights values into worthwhile teaching-learning experiences; to use human resources - including learners - to convey human rights values; and to focus educators' training (both in-service and pre-service) toward the inclusion of human rights values and promoting an understanding of socially constructing a curriculum. The study was concluded with the remark that human rights values might be an appropriate means to redefine values education, provided that the facilitation of human rights values are based on suitable theoretical and philosophical premises; and that those held responsible to facilitate such values are assisted in this task. / AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word, en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese en post-paradigmatiese filosofieë, ter ondersteuning van kurrikulumteorie, het kardinale aspekte wat die fasilitering voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig. die sosiaal-konstruktiewe van menseregte-waardes Dit kom voor asof die epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt bied met betrekking tot die fasilitering van menseregte-waardes. In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook 'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit. Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes. Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant, gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer. Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies waartydens menseregte-waardes toevallig aangespreek word omskep kan word in waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die sosiale konstruering van 'n kurrikulum moet fokus. Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering van sulke waardes, die nodige ondersteuning in dié verband sal kry.

Thesis (MEd)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The political dispensation in South Africa after 1994 experienced a complete change in different spheres of life. Not only was the country greeted with a new democratic government system, but also with widespread educational reform, of which curriculum reform in schools was one of its main drivers. This study focuses on implementation dynamics related to the latest iteration of curriculum reform namely the National Curriculum Statement (NCS) that was introduced in all public schools in 2005. Educators were sent for in service training in order to implement the new curriculum in their classrooms. Continuous assessment (CASS) became the operative on everybody’s lips, though learners would be assessed according to continuous assessment activities. These assessment marks or codes, obtained by the learners, would determine progression to the next grade. This resulted in a new educator practice, namely an assessment practice. Their initial encounter was somehow problematic because they found it difficult in marrying this new practice with their teaching and learning practices due to various reasons. One of the main reasons was that the NCS was never part of their tertiary education. The study’s main point of departure is that the assessment practices of primary school educators are diverse and divergent in response to the expectations of the NCS. The study uses the analytical lenses of forward and backward mapping as well as the ambiguity-conflict model in order to investigate and ascertain the underlying relationship between educator’s assessment practices and the assessment policy. The study belongs within the qualitative interpretative paradigm, as I attempt to form an understanding of the nature and range of their assessment practices. It emphasises the manifestation of the assessment practices of educators. Qualitative research instruments, which include individual interviews, were used to answer the research question and achieve the research objectives of the thesis. The research shows how these educators experience, interpret and implement the assessment policy in unique ways. It indicates how they, in striving to adhere to the expectations of the NCS, respond by tackling their respective assessment practices in a diverse and divergent way and at times deviate from what is expected of them as set out in the NCS. / AFRIKAANSE OPSOMMING: Die politieke bestel in Suid-Afrika het na 1994 ‘n ommeswaai op vele terreine beleef. Die land was nie net begroet met ‘n nuwe demokratiese regeringstelsel nie, maar ook met grootskaalse onderwyshervorming, met spesifieke verwysing na kurrikulum- hervorming, wat een van die vernaamste dryfvere sou wees. Hierdie studie fokus op die implementeringsdinamieke van die Nasionale Kurrikulumverklarin (NKV) wat in 2005 ingefaseer was en wat eintlik ‘n heromskrywing of herhaling van bestaande kurrikulumhervorming is. Opvoeders was bekend gestel en van nuuts af opgelei om ‘n nuwe kurrikulum in hul klaskamers te implementeer. Deurlopende assessering (DASS) was die nuwe wagwoord op almal se lippe, want leerders sal voortaan aan die hand van deurlopende assesseringsaktiwiteite geassesseer word. Hierdie assesseringspunte of kodes sal bepaal of leerders na ‘n volgende graad vorder. Dit het ‘n nuwe opvoederpraktyk, naamlik ‘n assesseringspraktyk, genoop en opvoeders het dit problematies gevind om hierdie nuwe praktyk met die onderrig- en leerpraktyk te laat trou. Die hoofuitgangspunt is dat hierdie laerskoolopvoeders se assesseringspraktyke divers en uiteenlopend tot die verwagtinge van die NKV is. Die studie gebruik die analitiese lense van voorwaartse en terugwaartse kartering asook die dubbelsinnige konflikmodel ten einde ondersoek in te stel na die onderliggende verwantskap tussen opvoeders se assesseringspraktyke en die assesseringsbeleid. Die studie hoort tuis binne ‘n kwalitatief-interpretivistiese paradigma, aangesien ek ‘n verstaan rondom die aard en omvang van hul assesseringspraktyke probeer vorm en verstaan. Die klem val op hoe hierdie assesseringspraktyke sigself in die klaskamerpraktyke van opvoeders manifesteer. Kwalitatiewe navorsingsinstrumente, wat individuele onderhoude van laerskoolopvoeders insluit, is gebruik om die navorsingsvraag te beantwoord en die navorsingsdoelwitte van die tesis te bereik. Die navorsing toon hoe hierdie opvoeders die assesseringsbeleid op unieke maniere ervaar, beleef, interpreteer en gevolglik in hul klaskamers implementeer. Dit lewer verder bewys hoe elkeen, in hul strewe om aan die verwagtinge van die NKV te voldoen, hul assesseringspraktyke divers en uiteenlopend aanpak en tot volvoering probeer bring en by geleenthede daarvan afwyk.

The problem of this study was to determine which of a list of forty-seven art competencies designed by the North Carolina Department of Public Instruction for K-12 art specialists were most essential for early childhood and intermediate elementary classroom teachers. Four-point Likert-type scaled instruments were designed and sent to three types of North Carolina educators: (a) 200 elementary classroom teachers, stratified into two equal subgroups of early childhood and intermediate teachers; (b) 100 K-12 art specialists; and (c) all art teacher educators employed at colleges and universities with state approved programs in art education. These subjects were asked to respond to the relevance of each competency for the elementary classroom teacher.

A research report submitted to the Faculty of Management, University of the Witwatersrand, in 25% fulfilment of the requirements for the degree of Master of Management (in the field of Public and Development Management) 2015. / The purpose of the study was to explore the township schools foundation phase teachers' experiences in the implementation of CAPS with regard to curriculum implementation and how their knowledge and experiences influence the implementation of the curriculum. The literature review provides insights into the current practices regarding CAPS in the foundation phase in South African primary schools comparatively throughout the world. A qualitative case study research was adopted for this study and semistructured interviews. The findings highlight that although teachers experienced challenges in implementing CAPS, they acknowledge the benefits of previous workshops. The article recommends that curriculum designers and the Department of Education need to urgently review CAPS. It has been emphasised that teachers need to be actively involved during the review process. Amongst all the requirements for curriculum implementation, teachers need to be constantly monitored and supported to ensure the quality of teaching and learning. / AC2016

O ensino superior brasileiro vem passando por um processo de expansão nas últimas décadas, com destaque para os cursos superiores na área de Administração que possuem mais de um milhão de alunos matriculados. No entanto, esta expansão quantitativa não reflete uma expansão qualitativa. Há divergências entre o perfil do egresso destes cursos e as exigências impostas pelo mercado de trabalho. Neste contexto, o modelo de ensino baseado em competências surge como uma tentativa de dirimir este conflito, sendo a opção pedagógica adotada no Espaço Europeu de Educaçao Superior, que inclui a Espanha. Este modelo de ensino altera as práticas docentes exigindo uma formação pedagógica mais adequada do professorado universitário. As universidades espanholas, por meio de seus Institutos de Ciências da Educação, passaram a oferecer programas de formação pedagógica inicial e continuada a seus professores. No Brasil, a Lei de Diretrizes e Bases da Educação Nacional determina que a preparação para o exercício do magistério superior deve ocorrer prioritariamente nos programas de mestrado e doutorado. Todavia, os programas de pósgraduação stricto sensu privilegiam a formação do pesquisador em detrimento da formação do professor. Desta forma, este trabalho descreve as possibilidades e os desafios da formação para a docência universitária em programas de mestrado e doutorado em Administração no Brasil considerando o modelo de ensino baseado em competências. / Brazilian higher education has been undergoing an expansion process in the last decade, where undergraduate courses in Business Administration are standing out with more than a million students enrolled in them. However, this quantitative expansion does not reflect a qualitative expansion. The profile of the alumni from the before mentioned courses diverge from the profile demanded by the labor market. In this context, the competency-based education model emerges as an attempt to resolve this conflict and has been the pedagogical option adopted by the European Higher Education Area, which comprises Spain. This teaching model changes teaching practices and requires that university professors be properly trained for it. Spanish universities have been providing initial and continuing pedagogical training for their professors. The Brazilian Education Law establishes that the preparation for the university teaching practice has to occur primarily in master\'s and doctoral programs. However, postgraduate programs privilege the researcher formation at the expense of teacher training. This thesis describes the possibilities and challenges of university teaching training in master\'s and doctoral programs in Business Administration in Brazil with emphasis on competency-based education model.

Introdução: No Chile, 71% das crianças são vítimas de algum tipo de violência por seus pais. Os profissionais de saúde estão em uma posição privilegiada para poder reconhecer a dinâmica da produção da violência doméstica precocemente, no entanto, sua pesquisa ainda é baixa. Objetivos: Compreender os limites e potencialidades da formação profissional para o enfrentamento da violência contra crianças e adolescentes. Métodos: investigação exploratória, descritiva, longitudinal da abordagem qualitativa e quantitativa, realizada em uma universidade católica Chilena. O referencial teórico-metodológico escolhido foi o hermenêutico-dialético. A captação e interpretação da realidade objetiva foi realizada nas dimensões estrutural, particular e singular através da coleta de documentos nacionais e internacionais. Foram realizados cinco grupos focais interdisciplinares cujos participantes foram: professores, alunos e agentes-chave ligados em seu processo de trabalho à infância, família ou sociedade. Uma análise textual foi realizada através do software IRAMUTEQ, análise do conteúdo auxiliado pelo software WebQDA e uma análise hermenêutica-dialética. Resultados: são reconhecidos os limites e potencialidades da formação profissional para o enfrentamento da violência infantil nas dimensões estrutural, particular e singular. Os elementos ideológicos e idealistas do atual sistema econômico e político, se sobrepõem aos melhores interesses das crianças no Chile, destacam-se como uma limitação. A nível particular, uma tendência das universidades para uma lógica produtivista que gera potenciais de desgaste em professores e estudantes é observado, a ideologia católica poderia tornar-se numa potencialidades pela missão para se concentrar em proteger o indivíduo. Em um nível singular, o treinamento para o confronto da violência infantil é precário, destacando a normalização e a invisibilização da violência pelos profissionais. Destaca-se potencialidades, tais como: o desenvolvimento do Trabalho Social, o treinamento ético, a promoção de um bom tratamento e a prevenção de abusos. Os professores propõem estratégias para superar as limitações identificadas, propondo mudanças no treinamento. Conclusão: A sinergia das três dimensões é reconhecido a partir de necessidades do mercado, juntamente com as metas de saúde do país que determinam os processos de produção, a organização da formação profissional para que os profissionais possan fornecer respostas a estas exigências. As competências e os conteúdos explicitados no currículo dependerão da situação histórica e cultural do país, por isso é uma construção transitória e inacabada. São potenciais elementos emancipatórios de superação: a pedagogia crítica, a formação baseada em competências, desenvolvimento de competências interdisciplinares para o enfrentamento, incorporando categorias sociológicas como gênero, geração além de classes sociais e raça / etnia. / Introduction: In Chile, 71% of children are victims of some type of violence by their parents. Health professionals are in a privileged position to be able to recognize early the dynamics of the production of domestic violence, however, they usually are not really efficient recognizing violence abuse in children during routine health control. Additionally, research about this problem is scarce. Objectives: Understanding the limits and potential of health professional training in confrontation of violence against children and adolescents. Methods: Exploratory, descriptive, longitudinal research of qualitative and quantitative approach, carried out in a Chilean Catholic University. The theoretical-methodological referential chosen was the hermeneutic-dialectic method. The capturing and interpretation of objective reality was carried out in the structural, particular and singular dimensions through the collection of national and international documents. Five interdisciplinary focus groups were carried out whose participants were: teachers, students and key agents linked in their work process to childhood, family or society. A textual analysis using IRAMUTEQ software was performed followed by an analysis of the content using as complement the WebQDA software and finally a hermeneutic-dialectical analysis. Results: The limits and potentialities of professional trainingin the confrontation of child abuse in the structural, particular and singular dimensions are recognized. The ideological and idealist elements of the current economic and political system, which overlap the best interests of children in Chile, stand out as a limitation. At a particular level, we observe a tendency of universities to a productivist logic that generates potential for attrition in teachers and students. In this regard the Catholic ideology could help overcoming this bias, focusing in its mission on the protection of the people. At a singular level, training for the confrontation of child violence is precarious, highlighting the normalization and invisibilization of violence by professionals. Highlights potential such as: the development of Social Work, ethical training, the promotion of good treatment and prevention of abuse. Teachers propose strategies for overcoming the identified limitations by proposing changes in training. Conclusion: The synergy of the three dimensions is recognized from the needs of the market, in conjunction with the sanitary goals of the country, which will determine the productive processes, the organization of professional training, so that professionals will respond to these requirements. The competences and contents explicit in the curriculum will depend on the historical and cultural situation of the country, so it is a transitory and unfinished construction. Potential elements of overcoming the critical emancipatory pedagogy, which guide the training by competences; development of interdisciplinary competences for the coping, incorporating the sociological categories: gender, generation, social classes and race / ethnicity.

No campo da Educação está cada vez mais presente o meio eletrônico com suas potencialidades. O ensino mediado por tecnologia é uma realidade, oferecido no âmbito internacional e em todos os campos do saber. Esse novo meio em rede do processo de aprendizagem favorece a promoção das estratégias de ensino centradas no aluno. Paralelamente, múltiplos fatores culminaram no surgimento de uma nova ciência: a Bioética. O processo de aprendizagem em Bioética se identifica com a aquisição de competências que vão além do conhecimento do conteúdo, do saber teórico. Engloba habilidades cognitivas de reflexão e discernimento, de juízo e decisão que conduzem ao saber comportar-se com qualidade e aconselhar de forma assertiva, diante de uma questão ética que reclama uma ação, atitude ou postura adequada. Portanto, identificam-se como elementos desse processo, não apenas o conhecimento do conteúdo, mas também as habilidades que determinam a capacidade operativa do indivíduo no âmbito da Bioética. Especificamente faz-se necessário o desenvolvimento e aplicação de metodologias de avaliação adequadas ao meio digital e à finalidade do processo de ensino-aprendizagem nesta área do saber. Este estudo propõe o modelo de análise qualitativa de conteúdo de Yang (2008) como metodologia para identificar as competências próprias do aprendizado específico da Bioética nas postagens dos alunos em fóruns eletrônicos. Sua metodologia de análise contempla indicadores de aprendizagem cognitiva (cognitive learning) adquiridos através de fóruns eletrônicos, abrangendo competências de conteúdo e habilidades cognitivas. O modelo de análise de conteúdo proposto por Yang demonstrou-se eficiente para aferir a aprendizagem no campo da Bioética, apontando a capacidade e profundidade das reflexões pessoais; também é adequado para avaliar o registro das habilidades cognitivas que correspondem ao aprendizado de bioética, bem como se apresenta como uma ferramenta de grande utilidade para a elaboração das questões dos fóruns visando às competências pretendidas. / In the field of Education electronic means are increasingly present, with all its potentialities. Teaching through technological means is a reality offered internationally and in every educational field. These new means of the learning process in the web offer teaching strategies centered on the student. Simultaneously and in parallel, due to several factors, a final result appeared: the development of a new science, Bioethics. The learning process in Bioethics identifies itself with the acquisition of competencies which goes beyond the knowledge of the content, the theoretical knowledge. Includes cognitive abilities of reflection and insight, judgment and decision, which lead to the knowledge of how to behave with quality and advise assertively, through an ethical issue that calls for a proper proceeding, attitude or posture. Therefore the elements of the learning process identify themselves not only with acquired knowledge of the contents but also with the abilities which determine the operative capacity of the student in the sphere of Bioethics. Specifically it becomes necessary to develop evaluation methodologies suitable to the digital technologies and to the objective of the teaching-learning process in this sphere of knowledge. This study proposes de Yang qualitative analysis of content (2008) as a methodology to identify the competences specific to the learning of Bioethics in answers given by the students in electronic forums. The analysis methodology contemplates cognitive learning indicators acquired through the electronic forums, which include content competences and cognitive abilities. The Yang qualitative analysis of content was efficient to evaluate the learning in the sphere of Bioethics, indicating the capacities and depth of personal reflection; it was also adequate to evaluate the registry of cognitive abilities which correspond to the learning of Bioethics, as well as a valuable tool to elaborate questions to the forums in the direction of the sought competences.

Made available in DSpace on 2015-12-03T18:35:02Z (GMT). No. of bitstreams: 1 Geni_Francisca_dos_Santos_Vanzo.pdf: 1218008 bytes, checksum: d1619cb8987a82accecd2e2696ce4fb0 (MD5) Previous issue date: 2006-09-04 / The development of competences and abilities in the education process-learning has been object of some studies, also of legal determination of the Brazilian educational system. Also known as pedagogy of the competences, this boarding was chosen by an institution of superior education, called for ends of this work as Institution "E", whose course of Accounting Sciences was classified with the concept "E" in last Prov??o, as one of the with priority measures of organizational reorganization, searching not only to fulfill the requirements legal, but to get better resulted in future evaluations with all the positive consequences that will be able to happen of these results. Considering it importance of the performance of the professors in this process, e of the receptivity of the pupils with regard to the premises that guide this pedagogical conception, this study it objectified, of specific form, to verify the perception of the professors of the course of Accounting Sciences of the cited institution relative to the boarding for competences applied to the teach-learning process, as well as of the respective pupils on the paper that fits to them in this process, using itself as main target the "10 new abilities to teach of Philippe Perrenoud", considered Swiss sociologist as one of the main thinkers of the modern education, whose ideas widely are known and respected by the Brazilian educational system. Additionally, this study it looked for to verify if the "competences to teach" praised for Perrenoud are applicable to university education, particularly to the one of Accounting Sciences e, also, to verify the perception of the pupils of the institution "E" on the development for the professors, during the course, of the demanded competences of the accounting professional, in accordance with the curricular lines of direction proposals for the MEC. The research had allowed to evidence a positive perception of the professors with regard to the boarding for competences in the teach-learning process, demonstrating, however, discredit how much to its practical applicability; that the pupils if show inclined to assume the role that fits to them in indispensable the didactic contract in this type of boarding; that of the "10 new competences to teach" of Philippe Perrenoud, 9 can be applied to the superior education of Accounting Sciences; e that, although the professors believe to be developing in its pupils the required abilities of the accounting professionals, those do not have this perception in the same ratio. / O desenvolvimento de compet??ncias e habilidades no processo de ensino-aprendizagem tem sido objeto de v??rios estudos, inclusive de determina????es legais do sistema educacional brasileiro. Tamb??m conhecida como "pedagogia das compet??ncias", essa abordagem foi escolhida por uma institui????o de ensino superior, denominada para fins deste trabalho como Institui????o "E", cujo curso de Ci??ncias Cont??beis foi classificado com o conceito "E" no ??ltimo Prov??o, como uma das medidas priorit??rias de reestrutura????o organizacional, buscando n??o s?? cumprir as exig??ncias legais, mas obter melhores resultados em futuras avalia????es com todas as conseq????ncias positivas que poder??o advir desses resultados. Considerando-se a import??ncia da atua????o dos professores nesse processo, e da receptividade dos alunos com rela????o ??s premissas que norteiam essa concep????o pedag??gica, este estudo objetivou, de forma espec??fica, verificar a percep????o dos professores do curso de Ci??ncias Cont??beis da citada institui????o relativa ?? abordagem por compet??ncias aplicada ao processo de ensino-aprendizagem, assim como dos respectivos alunos sobre o papel que lhes cabe nesse processo, utilizando-se como escopo principal as "10 novas compet??ncias para ensinar de Philippe Perrenoud", soci??logo su????o considerado como um dos principais pensadores da educa????o moderna, cujas id??ias s??o amplamente conhecidas e respeitadas pelo sistema educacional brasileiro. Adicionalmente, este estudo procurou verificar se as "compet??ncias para ensinar" preconizadas por Perrenoud s??o aplic??veis ao ensino universit??rio, particularmente ao de Ci??ncias Cont??beis e, tamb??m, verificar a percep????o dos alunos da institui????o "E" sobre o desenvolvimento pelos professores, durante o curso, das compet??ncias exigidas do profissional cont??bil, de acordo com as diretrizes curriculares propostas pelo MEC. As pesquisas permitiram constatar uma percep????o positiva dos professores com rela????o ?? abordagem por compet??ncias no processo de ensino-aprendizagem, demonstrando, por??m, descr??dito quanto ?? sua aplicabilidade pr??tica; que os alunos se mostram propensos a assumir o papel que lhes cabe no contrato did??tico indispens??vel nesse tipo de abordagem; que das "10 novas compet??ncias para ensinar" de Philippe Perrenoud, 9 podem ser aplicadas ao ensino superior das Ci??ncias Cont??beis; e que, embora os professores acreditem estar desenvolvendo em seus alunos as compet??ncias requeridas dos profissionais cont??beis, aqueles n??o t??m essa percep????o na mesma propor????o

O propósito deste trabalho foi analisar o processo de avaliação da aprendizagem do estudante em um currículo integrado, orientado por competência, nos Cursos de Graduação em Enfermagem e Medicina da Faculdade de Medicina de Marília (FAMEMA). Essa análise incide particularmente sobre o Exercício de Avaliação da Prática Profissional (EAPP), em que a avaliação do desempenho do estudante recai sobre aspectos cognitivos, habilidades e atitudes. Realizou-se uma pesquisa qualitativa com os objetivos de descrever o processo avaliativo do EAPP na área do cuidado individual nas diferentes séries dos Cursos de Enfermagem e Medicina da FAMEMA; analisar a avaliação do desempenho do estudante, cotejando-a com o currículo prescrito e o apresentado aos professores e analisar as tendências convergentes e divergentes em relação aos sentidos do processo avaliativo encontrados no currículo prescrito, no currículo apresentado apresentados aos professores e nos currículos moldado e em ação pelos professores. Foram analisados 694 registros dos formatos de avaliação dos Cursos de Enfermagem e Medicina e realizadas 16 observações dos EAPPs, filmadas e transcritas. Procedeu-se ainda à análise documental dos projetos e manuais da FAMEMA, que foram submetidos ao Método de Interpretação dos Sentidos, que se baseia em princípios hermenêutico-dialéticos. O EAPP revelou-se uma estratégia que reforça a potencialidade da avaliação. Entretanto, exige de professores e estudantes um movimento de ruptura com o paradigma de origem no que toca a avaliação. Pôde-se constatar ainda a presença de diferentes concepções de avaliação, desde a mais tradicional, até a mais crítica, reflexiva, negociada, comprometida com a aprendizagem e com a prática profissional. A avaliação expressa no EAPP que a avaliação vivida nem sempre é a expressão daquela proposta no currículo prescrito e no apresentado aos professores: ora apresenta-se vinculada ao referencial condutivista, ora ao construtivista de competência. Constatou-se, portanto, a necessidade de construir uma reflexão coletiva sobre as práticas pedagógicas, em especial as práticas de avaliação, por meio de um processo de sucessivas aproximações, que permita à comunidade acadêmica da FAMEMA reconstruir e repensar as formas de organização do trabalho docente, com ênfase no processo avaliativo. Para isso, será necessário promover uma aliança de fato entre os Cursos de Enfermagem e Medicina em que os Projetos Político-Pedagógicos dos cursos expressem o referencial de educação e de avaliação dialógica adotados. Será necessário ainda promover a reconstrução dos formatos de avaliação do desempenho do estudante e a ação do professor no EAPP / The purpose of this study was to analyze the student learning evaluation process in an integrated competency-based curriculum in the Nursing and Medical Courses at the Medical School of Marilia (FAMEMA). This analysis focuses particularly on the Professional Practice Evaluation Exercise (PPEE), in which the student performance evaluation falls back on cognitive aspects, abilities, and attitudes. A qualitative research was performed with the objectives of describing the PPEE evaluative process in the area of individual care, in the different series of the Nursing and Medical Courses at FAMEMA; analyzing the student performance evaluation, comparing it with the curriculum prescribed and presented to the teachers; and analyzing the convergent and divergent tendencies in relation to the meanings of the evaluative process presented in the prescribed curriculum, the one presented to the teachers, and those molded and in put into action by the teachers. There were 694 registrations of the evaluation instruments of the Nursing and Medical Courses that were analyzed and 16 observations of the PPEEs that were filmed and transcribed. The documental analysis was carried out with the projects and manuals of FAMEMA, which were submitted to the Interpretation of the Meaning Method, based on hermeneutic-dialectic principles. PPEE revealed itself as a strategy that reinforces the potentiality of the evaluation. However, it demands a paradigm rupture from the teachers and students concerning the evaluation. The presence of different evaluation concepts can still be verified, from the most traditional to the most critical, reflexive, negotiated, committed to learning, and to the professional practice. In PPEE, the experienced evaluation isnt always an expression of that proposed in the prescribed curriculum and in that presented to the teachers: either it is presented linked to the referential behaviorist or to the competence constructivist. Therefore, a collective reflection on the pedagogic practices, especially the evaluation practices, is needed, by means of a process of successive approaches that allows the academic community of FAMEMA to rebuild and rethink the forms of educational work organization, with emphasis on the evaluative process. To do this, it will be necessary to promote an alliance between the Nursing and Medical Courses in which the Political-Pedagogic Projects of the courses express the referential of education and the adopted dialogical evaluation. It will still be necessary to promote the reconstruction of the student performance evaluation instruments, as well as the action of the teacher in the PPEE

O ensino superior brasileiro vem passando por um processo de expansão nas últimas décadas, com destaque para os cursos superiores na área de Administração que possuem mais de um milhão de alunos matriculados. No entanto, esta expansão quantitativa não reflete uma expansão qualitativa. Há divergências entre o perfil do egresso destes cursos e as exigências impostas pelo mercado de trabalho. Neste contexto, o modelo de ensino baseado em competências surge como uma tentativa de dirimir este conflito, sendo a opção pedagógica adotada no Espaço Europeu de Educaçao Superior, que inclui a Espanha. Este modelo de ensino altera as práticas docentes exigindo uma formação pedagógica mais adequada do professorado universitário. As universidades espanholas, por meio de seus Institutos de Ciências da Educação, passaram a oferecer programas de formação pedagógica inicial e continuada a seus professores. No Brasil, a Lei de Diretrizes e Bases da Educação Nacional determina que a preparação para o exercício do magistério superior deve ocorrer prioritariamente nos programas de mestrado e doutorado. Todavia, os programas de pósgraduação stricto sensu privilegiam a formação do pesquisador em detrimento da formação do professor. Desta forma, este trabalho descreve as possibilidades e os desafios da formação para a docência universitária em programas de mestrado e doutorado em Administração no Brasil considerando o modelo de ensino baseado em competências. / Brazilian higher education has been undergoing an expansion process in the last decade, where undergraduate courses in Business Administration are standing out with more than a million students enrolled in them. However, this quantitative expansion does not reflect a qualitative expansion. The profile of the alumni from the before mentioned courses diverge from the profile demanded by the labor market. In this context, the competency-based education model emerges as an attempt to resolve this conflict and has been the pedagogical option adopted by the European Higher Education Area, which comprises Spain. This teaching model changes teaching practices and requires that university professors be properly trained for it. Spanish universities have been providing initial and continuing pedagogical training for their professors. The Brazilian Education Law establishes that the preparation for the university teaching practice has to occur primarily in master\'s and doctoral programs. However, postgraduate programs privilege the researcher formation at the expense of teacher training. This thesis describes the possibilities and challenges of university teaching training in master\'s and doctoral programs in Business Administration in Brazil with emphasis on competency-based education model.