The present doctorate research aimed to investigate competencies in training and professionalpractice of technologists in building construction. The research contributed in this context tothe discussion about the nature of competencies and skills required for professionaloccupations historically characterized as predominantly practical, founded on practical, extraacademicand pragmatic knowledge (know-what), in contrast to symbolic-formalcompetencies based on formal and conceptual knowledge (know-how). The thesis is based onthe perspective of the historical-cultural psychology and supported by theoretical andmethodological proposals of Clinic of Activity. The survey was conducted with certifiedprofessionals (former students), teachers and managers participating in the Course ofTechnology in Building Construction. A combination of quantitative and qualitative methodsof production and data analysis was adopted for achievement of expected goals. A socioprofessionalsurvey was applied in the quantitative step, 41 (forty one) participants havingreturned the on-line questionnaire. The quantitative data analysis was performed usingdescriptive uni and multidimensional statistic methods, completed by inferential statisticalanalysis. Official pedagogical documents were inspected in the qualitative stage, what wascompleted by semi-structured interviews with teachers and managers and Instruction to theDouble interviews with professionals. This step was based on clinical and interpretativeanalysis, based on the cultural-historical Vygotskian perspective and the social approach tocompetencies and skills. Results allowed verifying that professionals are mostly young(average age of 26 years and 06 months), 58.6% of participants being female, 58.5% singleand only 19.5% having children. It was also verified that the profession of technologist inconstruction of buildings is considered as a preliminary stage or passageway toward othertraining and professional occupations, especially civil engineering. The main competenciesrequired from technologist in construction of buildings encompass areas of management,project and budget. Final conclusion stresses that the occupation of technologist inconstruction of buildings has a solid background in terms of formation, connected to demandsof the labor market and based on theoretical and practical knowledge issued from previoustraining process, according to the evaluation of participants. However, this professionaloccupation is still referred to civil engineering. For this reason, a need for consolidation ofprofessional identity of technologist in building construction by the regulators of theprofessional activity and by the labor market is required.
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