<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000100107</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i1p107-144</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONCEITOS E ENFOQUES EM COMPETÊNCIAS NAS PESQUISAS BRASILEIRAS: UMA REVISÃO NARRATIVA]]></article-title>
<article-title xml:lang="en"><![CDATA[CONCEPTS AND APPROACHES IN COMPETENCES IN BRAZILIAN RESEARCH: A NARRATIVE REVIEW]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NICOLA]]></surname>
<given-names><![CDATA[Rosane de Mello Santo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VOSGERAL]]></surname>
<given-names><![CDATA[Dilmeire Sant Anna Ramos]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>107</fpage>
<lpage>144</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta revisão narrativa busca identificar o tratamento dado ao conceito de competência e seus enfoques nas pesquisas brasileiras. É referencial teórico a revisão de literatura de Gámez (2004) em contexto europeu. A busca na SciELO utilizou o descritor &#8220;conceito de competência&#8221; e artigos apresentados na íntegra, por pesquisadores brasileiros, obtendo 79 trabalhos de 1997 a 2013. Aplicados critérios de inclusão e exclusão, restaram 48 artigos e 8 ensaios científicos. Encontrados 61 conceitos, 20 características e 7 grupos de exemplos de competências, são resultados: na educação, a crítica ao modelo de competências, e recentemente, a proposta contra-hegemônica de matriz crítico-emancipatória; na formação inicial em saúde e administração, os órgãos normativos divergem entre as perspectivas construtivista, orientada para atributos pessoais, e a crítico-emancipatória; e na qualificação e educação profissional, busca-se articulação da construção social das competências com o campo pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This narrative review seeks to identify the treatment given to the concept of competence and its approaches in Brazilian research. The literature review of Gámez (2004) in a European context is theoretical reference. The search in SciELO used the descriptor "concept of competence" and articles presented in full, by Brazilian researchers, obtaining 79 works from 1997 to 2013. Applied inclusion and exclusion criteria, there were 48 articles and 8 scientific essays. Found 61 concepts, 20 characteristics and 7 groups of competency examples, are results: in education, criticism of the competency model, and recently, the counter-hegemonic proposal of a critical-emancipatory matrix; in the initial formation in health and administration, the normative organs diverge between the perspectives constructivist, oriented to personal attributes, and the critical-emancipatory; and in professional qualification and education, we seek to articulate the social construction of skills with the pedagogical field.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Competência]]></kwd>
<kwd lng="pt"><![CDATA[Revisão Narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Enfoques das Pesquisas Brasileiras]]></kwd>
<kwd lng="en"><![CDATA[Competence]]></kwd>
<kwd lng="en"><![CDATA[Narrative Review]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Approaches to Brazilian Research]]></kwd>
</kwd-group>
</article-meta>
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