The comparison of the school with emergencies of a complex society has brought to the attention of teachingreflection the issue related to skills training. In very general terms, the interpretation that has led research of thisfundamental variable of the training involved very often the relationship between schooling and promotion ofattitudes, skills, knowledge necessary to support the inclusion of the subject in the world of labor and professionalcontexts. Based on this premise, the concept of competence has undergone significant transformations that, withoutdislocating his epistemic system by formalizing of practical and operational functions of subjectivity, anchored itto the practical function as to perform and later to an operating function more complex , to decide (Pellerey , 2004;Rey , 2003). The anchoring of the concept of competence to the executive functions, placed its epistemic profilewithin substantially replicative processes, and identified it with the ability to perform action sequences preorganizedand rigidly codified. According to this usage, be competent means essentially to be able to perform asprecisely as possible a series of prescribed behavior, independent of the nature of the task and the peculiarities ofcontexts.
To Describe, To Learn, To Care. A Hermeneutic Approach, To The Teaching Topics
PICCINNO, Marco
2015-01-01
Abstract
The comparison of the school with emergencies of a complex society has brought to the attention of teachingreflection the issue related to skills training. In very general terms, the interpretation that has led research of thisfundamental variable of the training involved very often the relationship between schooling and promotion ofattitudes, skills, knowledge necessary to support the inclusion of the subject in the world of labor and professionalcontexts. Based on this premise, the concept of competence has undergone significant transformations that, withoutdislocating his epistemic system by formalizing of practical and operational functions of subjectivity, anchored itto the practical function as to perform and later to an operating function more complex , to decide (Pellerey , 2004;Rey , 2003). The anchoring of the concept of competence to the executive functions, placed its epistemic profilewithin substantially replicative processes, and identified it with the ability to perform action sequences preorganizedand rigidly codified. According to this usage, be competent means essentially to be able to perform asprecisely as possible a series of prescribed behavior, independent of the nature of the task and the peculiarities ofcontexts.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
