Prática docente no ensino superior: uma análise a partir da abordagem do ensino por competências de Philippe Perrenoud

Abstract

This work aims to analyze teaching practices in Higher Education, based on the notion of teaching by competences, by Philippe Perrenoud (1999). For that, we made observations in teaching situations and semi-structured interviews with four teachers, three of whom work in public universities and one in a mixed institution (autarchy). The analysis of the data, carried out under the theoretical-methodological orientation of the content analysis (BARDIN, 2004), indicated that teachers present approximations with some structuring elements of teaching by competence, but this does not mean that they adopt this approach as a didactic direction. The analysis of teaching practices revealed that teachers aim to train professionals in addition to developing skills. They expect to form critical and ethical subjects capable of problematizing their own practice in the profession.