A noção de competência na política pública de educação de jovens e adultos da rede municipal de Betim: avanço e ou retrocesso na formação humana

Abstract

The objective of this research is to investigate which design training is incorporated into the notion of competence has to be disseminated through the educational reforms, as the organizing principle of education in Brazil and this means progress or regression in the process of human development. We sought to understand the context of socioeconomic changes and policies that led to the development and implementation of educational reforms as they present themselves as reasons for adopting the concept of competence. We tried to identify which of theoretical and philosophical concepts and socio-pedagogical reasons the notion of competence and interest which is linked to. Sought to understand the scope and limits of public policy for Youth and Adults developed in Municipal de Betim, which implemented a Curriculum for competences. To accomplish this goal we made a critical reading of official documents that show the proposal. The analysis concluded that developed in the context of the structural crisis of capitalism the notion of competence becomes tailored to the interests of capital reproduction, because it is anchored in psychological theories that have an individualist concept and a-historical being, and conceive that the acquisition of knowledge is to adapt to the environment. Although the municipal public policy for the education of young people and adults has organized a Curriculum for competences as the guiding educational practice, even before the ownership of this concept is to consolidate training, new educational and organizational restructuring has been implemented and subject areas as reference, the which the curriculum was intended to replace Competency. The analysis of public policy for youth and adults developed at the municipal level shows that it is faced with several dilemmas and challenges posed to this mode of education in their national history. Among these, little theoretical consistency to sustain what is the EJA and what instructional design to adopt, the lack of political and administrative public policy that has been conducted, the lack of funding and development partnerships, among others, which has serious consequences the educational process as both educators and students.