Public policy for pensions, health and sickness insurance: potential lessons from Sweden for Latin America

Includes bibliography

Public policies and the competitiveness of agricultural exports

Includes bibliography

Potential and limits of health management reform in Chile

Includes bibliography

Structural change and productivity growth 20 years later: old problems, new opportunities. Summary

Includes bibliography

The role of capacity building in public investment programming

Includes bibliography

The Project Data Bank approach to an efficient public investment management system

Includes bibliography

Negociação coletiva no setor público

Pós-graduação em Direito - FCHS

Istmo Centroamericano: la regulación de la distribución de energía eléctrica en los países con empresas privadas. Los casos de El Salvador, Guatemala, Nicaragua y Panamá

Incluye Bibliografía

Gestão de recursos humanos: análise das melhores práticas adotadas pelas universidades estaduais paulistas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Processo de revalorização na cidade de Santos-SP: o Alegra Centro e espaços de resistência

Pós-graduação em Geografia - IGCE

Competences in the classroom in the perspectives of foreign language teachers

In this article we raise some considerations about teachers’ competences, from the perspective of teachers in the Brazilian public sector. The theoretical framework includes articles by Paulo Freire (2001), Philippe Perrenoud (2012), Edgar Morin (2003) and Maurice Tardif (2002) and, based on these authors, we reflect upon issues concerning teachers’ competences taking answers provided by the Brazilian language teachers as a departing point. In a teachers’ course, followed by the same teachers, we posed the main question in our study: Which competences are necessary for a teacher to be considered a good professional at present? From the answers given individually and group discussions we proceeded to a comparative analysis with the adopted framework, and other issues concerning teachers’ competences were considered as well. All the participants mentioned the same two competences, the use of technology and sound knowledge of the course content, and other competences were pointed out by the various teachers as well. Such procedure, besides providing data for our study, also helped as a self-reflexive activity for the teachers involved, about their own professional performance. Given the issues raised in the theoretical texts and the answers provided by the teachers, we expect to revisit the competences necessary for foreign language teacher efficient performance.