Abstract

ZWIEREWICZ, Marlene; CRUZ, Roberto Moraes  and  GARROTE, Ramon. Teachers’ competencies mapped in Brazilian, Spanish and Swedish publications from the turn of the twentieth to the twenty-first century. Rev. Diálogo Educ. [online]. 2018, vol.18, n.57, pp.437-461.  Epub Feb 07, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.057.ao01.

In the 1970s new theoretical, technical and interpersonal skills began being demanded from workers. This requirement gave rise to the competencies paradigm, which found its way into the working world, defining a diffuse and open field to the new discoveries related to its own concept, constitution and applicability. The objective of the present piece of research is to categorize professional competencies by means of analysis of publications from Brazil, Spain, and Sweden, in the period of transition from the Twentieth to the Twenty-first century, while distinguishing (from the identified dimensions) the transversal competencies attributed to workers in general from those specifically related to teachers. By means of bibliographical and documentary research, with a qualitative approach, data were collected through the analysis of seminal authors as well as documents from governmental organs and other entities from the three countries included in the study. The results indicate that the highlighted transversal competencies are associated with ten dimensions. Besides, it was found that the conceptual dimension needs to be included in the definition of teachers’ specific competencies. That is so, due to the fact that among their professional attributions, teachers must understand different pedagogical perspectives and their repercussion in the process of teaching and learning.

Keywords : Competencies; Transversal competencies; Teachers’ competencies.

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