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Abordagem por competências no ensino técnico e na formação profissional em Cabo Verde: uma visão sistémica dos gestores, professores e alunos
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Abstract(s)
A problemática da abordagem por competências na organização curricular, gestão de pessoas, do
conhecimento e da diversidade cultural revela-se uma preocupação da comunidade educativa em
Cabo Verde. A perceção que professores, gestores e alunos têm da prática pedagógica curricular, com
base nesta abordagem, tem direcionado sua própria eficácia. Sua implementação no ensino e
aprendizagem, bem como nas lideranças das organizações escolares, não se sustenta em estudos
prévios que redirecionem as políticas curriculares e de ensino e aprendizagem. Com enfoco nesta
problemática, a tese reflete uma investigação que desenvolvemos no âmbito da linha de pesquisa
“Lideranças educacionais nas redes locais de desenvolvimento” cujo título é, “Abordagem por
Competência no Ensino Técnico e na Formação Profissional em Cabo Verde: Uma Visão Sistémica
dos Gestores, Professores e Alunos.” O estudo focou-se na forma como os agentes educativos
perspetivam a gestão curricular por competências nas organizações da formação técnico-profissional
e nas lideranças no contexto educativo. A pesquisa desenvolveu-se nas escolas secundárias técnicas
das ilhas de Santo Antão, São Vicente e Santiago, em dois centros de formação profissional do Instituto
de Emprego e Formação Profissional (IEFP) da ilha do Sal e São Vicente e uma escola técnica
profissional privada. Com esta pesquisa, procuramos dar respostas às seguintes questões: 1). Em que
medida e por que processos o conceito de competência tem vindo a alterar a organização e as práticas
docentes e de liderança no contexto do ensino técnico e profissional em Cabo Verde? 2) Qual o papel
da liderança na promoção dessas mudanças? 3) Como se tem processado a implementação destas
mudanças na prática docente?4) Como é que os agentes da formação técnica e profissional vêm
articulando com o sector da empregabilidade, na transferência dos saberes escolares para o mercado
de trabalho? Nesta pesquisa, procuramos conhecer a visão que os agentes da formação técnicoprofissional têm da implementação do modelo do ensino por competências nas escolas do ensino
técnico-profissional em Cabo Verde. Assim, tivemos como objetivos, 1) analisar as perspetivas dos
agentes da formação técnico e profissional sobre a organização curricular e implementação do
currículo por competências no ensino técnico-profissional em Cabo Verde; 2) analisar formas de
apropriação do conceito de competência e da organização curricular por competências pelos docentes
e líderes das escolas Técnicas e Profissionais; 3) analisar o processo da implementação de práticas de
mudanças curriculares no sentido da inclusão do conceito de competência, nomeadamente ao nível
da planificação e da avaliação; 4) identificar, na ótica de professores e gestores, o papel das lideranças
na promoção de práticas educativas inovadoras que evoca mudanças nas escolas técnicas e
profissionais, com base no conceito de competência; 5) compreender as perspetivas dos diferentes
intervenientes sobre a relação entre o ensino técnico e profissional e a preparação para o mercado de
trabalho, salientando o papel da noção de competência. Para responder a esses objetivos, seguimos
uma abordagem mista, recolhendo dados através de análise documental, entrevistas
semiestruturadas e inquéritos por questionário. As nossas amostras dos dados quantitativos foram
de 379 alunos no subsistema de ensino técnico profissional, e 149 professores. Também entrevistámos
os gestores das cinco escolas técnicas e dois centros de formação profissional do Instituto de Emprego
e Formação Profissional (IEFP) e realizámos análise documental (legislações e documentos internos
das escolas). Os dados recolhidos foram tratados através de análise de conteúdo (documentos e
entrevistas) e análise estatística (inquéritos por questionário). Os resultados revelaram-nos que, no
contexto em que se deu a pesquisa, as lideranças de topo e intermédias pouco têm contribuído para
o desenvolvimento de práticas educativas inovadoras nas escolas técnicas e profissionais com base no
desenvolvimento de competências. Realçamos que a definição de competência que reuniu maior
concordância entre professores é aquela que a associa a um conjunto de conhecimentos (saber-saber),
atitudes (saber-ser) e comportamentos (saber-fazer). Os resultados indicam a persistência de algumas
conceções erróneas sobre o conceito de competência no seio dos agentes do sub-sistema de ensino
técnico e profissional. Dos resultados concluímos que os diretores consideram que “a abordagem por
competência é um dos temas que se fala muito, mas na prática, não se vive todos dias dentro do
ambiente escolar” (ED4).
The problem of approach by competencies in curriculum organization, management of people, knowledge, and cultural diversity is a concern of the educational community in Cape Verde. The perception that teachers, managers, and students have of the curricular pedagogical practice, based on this approach, has driven its effectiveness. Its implementation in teaching and learning and the school organization leadership does not ground over previous studies redirecting curriculum and teaching-learning policies. With a focus on that problem, this thesis reflects an investigation that we developed within the scope of the research line, which title is “Approach by Competence in Technical Education and Vocational Training in Cape Verde: Managers, Teachers, and Students Systemic View”. The study focuses on how educational agents view skill management in technical-professional training organizations, and within educational leaderships. The research took place at technical secondary schools in Santo Antão, São Vicente, and Santiago islands, and at two vocational training centres of the Employment and Vocational Training Institute (IEFP), in Sal and São Vicente Island, and at a private, professional technical school. With this survey, we seek to answer the following questions: 1) To what extent, and by what processes has the concept of competence changed the organization, teaching, and leadership practices in the context of technical and professional education in Cape Verde? 2) What is the role of leadership in promoting these changes? 3) How are these changes implemented in the teaching practice? 4) How do the agents of technical and profissional training articulate with the employability sector in the school knowledge transference to the labour market? In this research, we seek to understand technical-professional training agents' vision about the teaching model implementation by competencies in technical-professional education schools in Cape Verde. Thus, our objectives are 1) analyse the perspectives of technical and professional training agents on the curricular organization and implementation of the competency-based curriculum in technical-professional education in Cape Verde. 2) analyse the appropriation means for the concept of competence and curriculum organization through technical and professional school teachers and leaders; 3) analyse the process of implementing curricular change practices in the sense of including the concept of competence, namely in terms of planning and evaluation; 4) identify, from the perspective of teachers and managers, the leaders role in promoting innovative educational practices that evoke changes in technical and professional schools, based on the concept of competence; 5) understand the perspectives of different stakeholders on the relationship between technical and vocational education and preparation for the labour market, emphasizing the role of competence notion. To this end, we followed a mixed approach, collecting data through document analysis, semi-structured interviews, and questionnaire surveys. Our quantitative data samples derive from 379 students in the vocational-technical education sub-system, and 149 teachers. We also interviewed the managers of the five technical schools, two professional training centres of the Employment and Professional Training Institute (IEFP), and analysed documents (legislation and internal documents of the schools). The data analysis was through content analysis in the verbatim model (documents and interviews) and statistical analysis (questionnaire surveys). The results revealed that the top and intermediate leaders showed limited contribution to the innovative educational practices development in technical and professional schools, in contexts where the research took place, based on competencies development. We emphasize that the definition of competence that gathered more agreement among teachers is the one that associates it with a set of knowledge (education), attitudes (how to be), and behaviours (know-how). The result indicates misconceptions persistence about the competence concept among agents of the technical and vocational education sub-system. From the results, we assume that the directors consider that the competency approach is one of the most mentioned topics, but, in practice, that is not a reality in the everyday school environment (ED4).
The problem of approach by competencies in curriculum organization, management of people, knowledge, and cultural diversity is a concern of the educational community in Cape Verde. The perception that teachers, managers, and students have of the curricular pedagogical practice, based on this approach, has driven its effectiveness. Its implementation in teaching and learning and the school organization leadership does not ground over previous studies redirecting curriculum and teaching-learning policies. With a focus on that problem, this thesis reflects an investigation that we developed within the scope of the research line, which title is “Approach by Competence in Technical Education and Vocational Training in Cape Verde: Managers, Teachers, and Students Systemic View”. The study focuses on how educational agents view skill management in technical-professional training organizations, and within educational leaderships. The research took place at technical secondary schools in Santo Antão, São Vicente, and Santiago islands, and at two vocational training centres of the Employment and Vocational Training Institute (IEFP), in Sal and São Vicente Island, and at a private, professional technical school. With this survey, we seek to answer the following questions: 1) To what extent, and by what processes has the concept of competence changed the organization, teaching, and leadership practices in the context of technical and professional education in Cape Verde? 2) What is the role of leadership in promoting these changes? 3) How are these changes implemented in the teaching practice? 4) How do the agents of technical and profissional training articulate with the employability sector in the school knowledge transference to the labour market? In this research, we seek to understand technical-professional training agents' vision about the teaching model implementation by competencies in technical-professional education schools in Cape Verde. Thus, our objectives are 1) analyse the perspectives of technical and professional training agents on the curricular organization and implementation of the competency-based curriculum in technical-professional education in Cape Verde. 2) analyse the appropriation means for the concept of competence and curriculum organization through technical and professional school teachers and leaders; 3) analyse the process of implementing curricular change practices in the sense of including the concept of competence, namely in terms of planning and evaluation; 4) identify, from the perspective of teachers and managers, the leaders role in promoting innovative educational practices that evoke changes in technical and professional schools, based on the concept of competence; 5) understand the perspectives of different stakeholders on the relationship between technical and vocational education and preparation for the labour market, emphasizing the role of competence notion. To this end, we followed a mixed approach, collecting data through document analysis, semi-structured interviews, and questionnaire surveys. Our quantitative data samples derive from 379 students in the vocational-technical education sub-system, and 149 teachers. We also interviewed the managers of the five technical schools, two professional training centres of the Employment and Professional Training Institute (IEFP), and analysed documents (legislation and internal documents of the schools). The data analysis was through content analysis in the verbatim model (documents and interviews) and statistical analysis (questionnaire surveys). The results revealed that the top and intermediate leaders showed limited contribution to the innovative educational practices development in technical and professional schools, in contexts where the research took place, based on competencies development. We emphasize that the definition of competence that gathered more agreement among teachers is the one that associates it with a set of knowledge (education), attitudes (how to be), and behaviours (know-how). The result indicates misconceptions persistence about the competence concept among agents of the technical and vocational education sub-system. From the results, we assume that the directors consider that the competency approach is one of the most mentioned topics, but, in practice, that is not a reality in the everyday school environment (ED4).
Description
Keywords
Ensino profissional Organização curricular Liderança Competência Cabo Verde Technical-professional education Curriculum organization Leadership Competencies/Skills Cape Verde
Pedagogical Context
Citation
Rocha, Benvindo - Abordagem por competências no ensino técnico e na formação profissional em Cabo Verde [Em linha]: uma visão sistémica dos gestores, professores e alunos. [S.l.]: [s.n.], 2022. 720 p.