DEVELOPMENT OF ACADEMIC COMPETENCES IN HIGHER EDUCATION: THE TEACHING PRACTICE IN FOCUS

ABSTRACT:

The article characterizes the social representations of the academic competence development in higher education and its reflection in pedagogical practices. Twelve teachers from a college of the Federal District were interviewed. Data were analyzed using IRaMuTeQ software and generated three classes: (a) focus on the task (technologist); (b) the formative role of the educator (education) and (c) practices aimed at the development of the student (baccalaureate). Results show that these professors develop their practices considering their professional habitat, respectively representing (a) actions related to student’s future work activity, focusing on tasks operationalization and accomplishment; (b) articulation between knowledge, values and ethical action in a humanized formative process; (c) and construction of knowledge by the students, involving professional performance. Social representations highlight the diversity of practices based on the professor area of teaching, revealing nearby worlds connected with the student’s future labor activity.

Keywords:
competences; social representations; pedagogical practices; training