<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2018000200437</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.057.ao01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Competências docentes mapeadas em publicações do Brasil, da Espanha e Suécia na transição do século XX para o XXI]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; competencies mapped in Brazilian, Spanish and Swedish publications from the turn of the twentieth to the twenty-first century]]></article-title>
<article-title xml:lang="es"><![CDATA[Mapeo de las competencias docentes en publicaciones de Brasil, España y Suecia en la transición del siglo XX al XXI]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zwierewicz]]></surname>
<given-names><![CDATA[Marlene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Roberto Moraes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garrote]]></surname>
<given-names><![CDATA[Ramon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Alto Vale do Rio do Peixe  ]]></institution>
<addr-line><![CDATA[Caçador SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Borås  ]]></institution>
<addr-line><![CDATA[Borås Gotalândia Ocidental]]></addr-line>
<country>Sweden</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>18</volume>
<numero>57</numero>
<fpage>437</fpage>
<lpage>461</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000200437&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000200437&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000200437&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na década de 1970, passaram a ser requisitados dos trabalhadores novos domínios teóricos, técnicos e relacionais, fazendo emergir o paradigma das competências, que se inseriu no mundo laboral, delimitando um campo difuso e aberto a novas descobertas relativas ao seu conceito, a sua constituição e aplicabilidade. Constitui-se como objetivo desta pesquisa classificar as competências profissionais por meio da análise de publicações realizadas no Brasil, na Espanha e Suécia, na transição do século XX para o século XXI, distinguindo, a partir de dimensões identificadas, as competências transversais atribuídas aos trabalhadores de forma geral daquelas vinculadas especificamente aos docentes. Tendo como suporte as pesquisas bibliográfica e documental e a abordagem qualitativa, os dados foram coletados mediante a análise de autores de referência, de documentos de órgãos governamentais e de entidades dos três países. Os resultados indicam que as competências transversais destacadas são vinculadas a dez dimensões e que, na definição das competências específicas da docência, existe a necessidade de incluir a dimensão conceitual, em função de o docente ter, entre suas exigências profissionais, a compreensão de diferentes perspectivas pedagógicas e sua repercussão nos processos de ensino e aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la década de 1970, se comenzó a exigirle a los trabajadores nuevos dominios teóricos, técnicos y relacionales, provocando el surgimiento del paradigma de las competencias. Ese paradigma se fue afianzando en el mundo laboral, delimitando así un campo difuso y abierto a nuevos descubrimientos relativos a su concepto, constitución y aplicabilidad. Como objetivo de esta investigación, definimos la clasificación de las competencias profesionales por medio del análisis de publicaciones en Brasil, España y Suecia, realizadas durante la transición del siglo XX al siglo XXI. A partir de las dimensiones identificadas, las competencias transversales atribuidas a los trabajadores se distinguen, de forma general, de las vinculadas específicamente a los docentes. Teniendo como base las investigaciones bibliográfica y documental, y el enfoque cualitativo, se recolectaron los datos por medio del análisis de autores de referencia y de documentos de órganos gubernamentales y entidades de los tres países mencionados. Los resultados indican que las competencias transversales destacadas se vinculan a diez dimensiones, y que en la definición de las competencias específicas de la docencia existe la necesidad de incluir la dimensión conceptual, en razón de que el docente cuenta entre sus implicaciones profesionales la comprensión de diferentes perspectivas pedagógicas y su repercusión en los procesos de enseñanza y aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Competências]]></kwd>
<kwd lng="pt"><![CDATA[Competências transversais]]></kwd>
<kwd lng="pt"><![CDATA[Competências docentes]]></kwd>
<kwd lng="en"><![CDATA[Competencies]]></kwd>
<kwd lng="en"><![CDATA[Transversal competencies]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; competencies]]></kwd>
<kwd lng="es"><![CDATA[transversales]]></kwd>
<kwd lng="es"><![CDATA[Competencias docentes]]></kwd>
</kwd-group>
</article-meta>
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