¿Formar educadores competentes o “profesionales con competencias”?

Abstract

Ahora que estamos en puertas de una reforma de la estructura general de las titulaciones universitarias y de una revisión de los contenidos, metodologías, objetivos y finalidades de la formación universitaria, bueno es que nos preguntemos, una vez más, por el lugar donde estamos y hacia dónde nos dirigimos en cuanto a la específica formación del profesorado que va a tener la responsabilidad educativa y pedagógica en el conjunto de los niveles y etapas de educación básica y previa a la “educación superior”; ¿hacia dónde nos dirigimos, pues, en cuanto al alumnado universitario que depende actualmente entre nosotros de las Facultades de (Ciencias de la) Educación, esperando que, finalmente, también de estas Facultades dependa la formación de aquellos que pronto van a comenzar los postgrados de Educación Secundaria? Acerca de todo esto es de lo que me propongo reflexionar y aportar algunas perspectivas e ideas, tomando en consideración la literatura académica y también lo que se viene preconizando desde las instancias supranacionales que realizan estudios y recomendaciones en torno a las políticas de formación docente y de técnicos al servicio de la atención educativa.

Now that we are in the beginning of the reform of the general structure of the university degrees and also of an overhaul of the contents, methodologies, objectives and purposes of university formation, it is good to ask ourselves, one more time, where are we now and where are going concerning the specific training of the teaching staff that will have the ecucational and pedagogical responsibility in the assembly of the levels and stages of basic education and previous to higher education. Towards where are we going then, concerning university students that, in this moment depend on us in the Faculties of Science of Education, hoping that, finally it will also depend on them the formation of those that soon will start the Post degrees of Secondary Education? We are in a process of overhaul of the degrees and formation plans with the horizon of the construction of the European Space of Higher Education. We, the Faculties of Science of Education, are also implied in this. Is the “formation by competences” an appropriate paradigm as a founding? It could be if the “competences” were understood from a global perspective and not a behaviourist one. But the difficulties are numerous and the exigencies are high. They imply serious structure modifications of diverse nature, that affect as well to the own criteria that guide in the present the institutional evaluation of the yield of teachers and researchers, that have the responsibilities of training new teachers and theoreticians of education in these Faculties. Beyond administrative and bureaucratic fulmillments of the formal signalling of competences in a scalar documentary structure, the formation by competences is complex, because also it is the identity of the trainers.