EDUCATIONAL PARADIGMS AND TEACHING COMPETENCIES: CONCEPTS AND IMPACTS ON THE TRAINING OF PORTUGUESE LANGUAGE EDUCATORS

CONCEPÇÕES E IMPACTOS NA FORMAÇÃO DO PROFESSOR DE LÍNGUA PORTUGUESA

Abstract

Life in society leads us to share one or more paradigms. Through these paradigms, we express beliefs, values, and opinions about the world and the events around us (Kuhn, 2003 [1969]; Vasconcellos, 2003; Moraes, 1996; Flach & Behrens, 2008). In the field of Education, particularly, the debate on teaching competencies has gained prominence in recent decades (Perrenoud, 2010), as these competencies place future teachers within specific paradigm(s), especially in the conflicting duality between traditional and emerging models. By addressing the relationship between paradigms and competencies, this article aims to analyze the paradigm(s) that characterize technical teaching competencies (both pedagogical and subject-specific) in Resolution CNE/CP No. 04/2024, which establishes the Guidelines for Teacher Education. Methodologically, the study is based on documentary research, according to Sá-Silva (2009) and Le-Goff (2013). The analysis results show that the document points to teaching competencies that move away from a traditional paradigm and align with an emerging one, as it seeks the education of teachers who are committed to the complexity of the school context and culture, the school’s dynamics (routines, planning, relationships among professionals and with students' families, etc.) as a means to guarantee learning rights and objectives