The perception of competence appropriation in intermediate professional education

Sílvio Luís de Vasconcellos, Patrícia Bohn, Sérgio Migowski, Cláudia Bitencourt


This study aims to identify the perception of competences in students from three different Brazilian technical high schools at the beginning and at the end of their Administration course, prior to the internship. Presented the context, the theoretical background is brought under three pillars: the current law, the interpretation of what pedagogy understands as competences for learning in professional education (Freire, 1998; Zabala, 2002; Demo, 2000), and the vision of sociology and administration on education to work (Zarifian, 2001; Le Boterf, 2003), in a changing environment. Evidences were collected through a questionnaire validated for under graduation course (Bitencourt & Klein, 2007), adapted to the technical level. We conducted a survey with 10 questions to assess socio-economic status and 21 for the interpretation of how they understand competences those will be asked professionally. There were 122 respondents, enabling factorial analysis and correlations. We noticed that the pursuit for the course is caused by attempting to enter or be reallocated in the labor market. Assumptions of what competences are exist previously, incipiently. During the course, they appropriate themselves of learning and organizing concepts, helping to clarify how to increase knowledge and skills, based on citizens' attitudes, coupled with the efficiency and effectiveness.



Competences, Technical education, Knowledge, Skills.

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