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competences, vocational education, teacher education


This integrative literature review addressed two relevant themes for vocational education (VA): the logic of competences and the current policy of Brazilian teacher education. The objective was to know and characterize the concept of competences, in order to contribute to new investigations, debates and reflections on the theme linked to teacher training at VA. The methodology is based on a qualitative research, through an integrative literature review. The results showed that in the last 21 (twenty-one) years, 23 (twenty-three) documents were selected, which relate the discussions on the competences in teacher education related to EFA remained present, even if inconstant over the years. It is notable that a significant number of authors sought to deepen this issue, while a smaller percentage reproduced the content of Brazilian legislation on education and the proposals for documents from international organizations, without a critical analysis. Therefore, competencies are a reality that will probably not be easily overcome and must be accompanied by scientific knowledge that promotes culture, work, science, philosophy and critical thinking, by those teachers who want to make a difference, even with all the limitations of teaching structures.


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Author Biographies

Valdenir Cardoso Gomes de Melo Junior, Instituto Federal do Acre

My training as an economist and acting as a researcher for more than a decade, as well as my involvement in the areas of learning and teaching, was a guide to join the current master's program and be willing to foster discussions on topics related to education and technologies. I am graduated in Economic Sciences from the Federal University of Acre - UFAC (2015) and currently a student in the stricto sensu postgraduate course of the Professional Master in Professional Education and Technology (ProfEPT) at IFAC. I also have a postgraduate degree in Regional Economics and Public Policy - UFAC (2019), an MBA in Public Governance and Administrative Management - FAEL (2018) and a specialization in People Management from INEC (2017). In addition, I am a programming student and I love project development.

Ana Sara Castaman, Federal Institute of Rio Grande do Sul

Possui graduação em Psicologia pela Universidade Regional do Noroeste do Estado do Rio Grande do Sul (2003), graduação em Pedagogia per Centro Universitário Leonardo da Vinci (2009), graduação em Educação Nas Ciências at the Universidade Regional do Noroeste do Estado do Rio Grande do Sul (2006) and doutorado em Educação pela Universidade do Vale do Rio dos Sinos (2011). Currently she is a professor at the Federal Institute of Rio Grande do Sul. Permanent teacher of the Post-Graduate Program in Professional and Technological Education-ProfEPT. Leader of the Public Policy Research Group and Teacher Training for Basic and Professional Education. She is a member of the Gestor Committee of the Gaúcha Network of Studies and Research on Professional and Technological Education. She is an evaluator of INEP / MEC undergraduate courses.

Amélia Maria Lima Garcia, Instituto Federal do Acre

Currently he is professor of Zootechnics at Campus Baixada do Sol, professor of Poultry Farming at the Post-graduation Lato Sensu in Family Farming at Campus Baixada do Sol, professor of Professional Education in Professional and Technological Education (ProfEPT) of Campus Rio Branco and Director of Extensão Tecnológica da Pró-reitoria de Extensão no Instituto Federal de Educação, Ciência e Tecnologia do Acre? IFAC. She has graduated in Animal Science from the Federal University of Mato Grosso do Sul UFMS (2006), graduated in Animal Science from UFMS (2009) and certified in Animal Science from UFMS (2015). She had experience in the area of Animal Husbandry, with poultry farming; Suinoculture; Food Assessment for monogastrics; Breeding of monogastric animals and experience in the Ensino area as a phase of Professional and Technological Education.




Human Sciences