<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062018000100131</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol28.n57.p131-147</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O modelo de competência como fundamento dos currículos dos cursos de graduação no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[The competency model as the foundation of the curriculum of undergraduate courses in Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[El modelo de competencias como la base del plan de estudios de pregrado en Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aragão]]></surname>
<given-names><![CDATA[José Euzébio de Oliveira Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guedes]]></surname>
<given-names><![CDATA[Maria Denise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muranaka]]></surname>
<given-names><![CDATA[Maria Aparecida Segatto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>28</volume>
<numero>57</numero>
<fpage>131</fpage>
<lpage>147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062018000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062018000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062018000100131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O presente trabalho tem como objetivo apresentar os resultados das pesquisas sobre a reforma curricular da educa&#231;&#227;o superior no Brasil, a partir da d&#233;cada de 1990, especificamente a do curso de Licenciatura em Pedagogia. Por meio das pesquisas documental e bibliogr&#225;fica, verificou-se que o Minist&#233;rio da Educa&#231;&#227;o, ao promulgar as Diretrizes Curriculares Nacionais (DCN) para os Cursos de Gradua&#231;&#227;o, defende a ideia que estas assegurar&#227;o &#224;s institui&#231;&#245;es de ensino superior ampla liberdade na composi&#231;&#227;o da carga hor&#225;ria, na especifica&#231;&#227;o das unidades de estudos, indicando campos de estudo, estimulando pr&#225;ticas de estudos independentes e encorajando o reconhecimento de conhecimentos, habilidades e compet&#234;ncias adquiridas fora do ambiente escolar. Tais habilidades e compet&#234;ncias se constituem nos chamados saberes t&#225;citos, adquiridos pelo indiv&#237;duo a partir da sua experi&#234;ncia no trabalho e em outras esferas da vida social. Assim, as DCN instituem um modelo de forma&#231;&#227;o com eixo no &#8220;Curr&#237;culo por Compet&#234;ncias&#8221; ou &#8220;Pedagogia das Compet&#234;ncias&#8221; cujo objetivo &#233; atender &#224;s demandas do capital diante de um novo paradigma de reestrutura&#231;&#227;o produtiva baseado no padr&#227;o flex&#237;vel de produ&#231;&#227;o. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This paper aims to present the results of research on curriculum reform of higher education in Brazil, from the 1990s, specifically the Education Degree course in Pedagogy. Through the documentary and bibliographic research, it was found that the Ministry of Education, by enacting the National Curricular Guidelines (DCN) for undergraduate courses, supports the idea that they will make sure that higher education institutions feel free in the composition of hours, in the specification of study units, indicating fields of study, supporting independent study practices and encouraging the recognition of knowledge and competences acquired outside the school environment. Such skills and competences constitute the so-called tacit knowledge, acquired by the individual from their experience at work and in other spheres of social life. Thus, the DCN establishes a training model focusing on the "Competency-based Curriculum" or "Competency-based Education", which aims to meet the demands of capital on a new productive restructuring paradigm based on flexible production standard.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este art&#237;culo tiene como objetivo presentar los resultados de investigaciones sobre la reforma curricular de la educaci&#243;n superior en Brasil, a partir de la d&#233;cada de 1990, en especial la Licenciatura en Pedagog&#237;a. A trav&#233;s de las investigaciones documental y bibliogr&#225;fica, se encontr&#243; que el Ministerio de Educaci&#243;n, al promulgar las Directrices Curriculares Nacionales (DCN) para cursos de pregrado, apoya la idea de que a las instituciones de educaci&#243;n superior les asegurar&#225;n amplia libertad en la composici&#243;n de horas, en la especificaci&#243;n de las unidades de estudio, indicando los campos de estudio, estimulando las pr&#225;cticas de estudio independientes y fomentando el reconocimiento de los conocimientos, habilidades y competencias adquiridas fuera del ambiente escolar. Tales habilidades y competencias constituyen el llamado conocimiento t&#225;cito, adquirido por el individuo a partir de su experiencia en el trabajo y en otras esferas de la vida social. As&#237;, las DCN establecen un modelo de formaci&#243;n con un eje en los "Curr&#237;culo por Competencias" o "Educaci&#243;n por Competencias", que tiene como objetivo satisfacer las demandas del capital en un nuevo paradigma de la reestructuraci&#243;n productiva basada en el est&#225;ndar de producci&#243;n flexible. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Modelo de Competência]]></kwd>
<kwd lng="pt"><![CDATA[Diretrizes Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Formação do Pedagogo]]></kwd>
<kwd lng="pt"><![CDATA[Competência em Educação]]></kwd>
<kwd lng="en"><![CDATA[Competency Model]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Guidelines]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Competence in Education]]></kwd>
<kwd lng="es"><![CDATA[Modelo de Competencias]]></kwd>
<kwd lng="es"><![CDATA[Directrices Curriculares]]></kwd>
<kwd lng="es"><![CDATA[Formación de educadores]]></kwd>
<kwd lng="es"><![CDATA[Competencias en la Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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