Sebrae`s Educational Benchmarks

Sebrae’s
Educational
Benchmarks
BRAZILIAN MICRO AND SMALL BUSINESS SUPPORT SERVICE - SEBRAE
Sebrae’s
Educational
Benchmarks
BRASÍLIA - DF
2016
© 2016. Brazilian Micro and Small Business Support Service - Sebrae
All rights reserved.
The non-authorized reproduction of this publication, in full or in part, is a copyright violation
(Law no. 9.610/1998).
Information and contact
Brazilian Micro and Small Business Support Service - Sebrae
Business Qualification and Entrepreneurial Culture Unit
SGAS 605 – Conjunto A – CEP: 70200-904 – Brasília/DF
Telephone: (61) 3348-7343
www.sebrae.com.br
President of the National Deliberative Council
Robson Braga de Andrade
Director-President
Guilherme Afif Domingos
Technical Director
Heloisa Regina Guimarães de Menezes
Director of Administration and Finance
Vinicius Lages
Business Qualification and Enterprising Culture Unit
Manager
Mirela Luiza Malvestiti
Coordination
Thelmy Arruda de Rezende
Content Update
Thelmy Arruda de Rezende
Vânia Maria do Rego Silva Costa
Technical Team
Adrianne Marques Brito Rocha
Edleide Epaminondas de Freitas Alves
Luana Martins Carulla
Marcela Souto de Oliveira Cabral Tavares
Maria Consuelo Mello
Nilma Lima Limeira Pereira
Catalogue record
Brazilian Micro and Small Business Support Service (Sebrae).
Sebrae’s Educational Benchmarks: version 2015 – Brasília: Sebrae, 2015.
xx p. : il.
1. Education 2. Entrepreneurship I. Sebrae II. Title
CDU 37.01:344.722
“The knowledge which does not come from
experience is not really knowledge”.
Lev Semenovitch Vygotsky (1896-1934)
Table of contents
Presentation.............................................................................................. 10
Part 1 Sebrae System..................................................................13
1.1 In the economic field - globalization.......................................... 14
1.2 In the technological field............................................................... 16
1.3 In the environmental field............................................................. 18
1.4 In the organizational field – intellectual capital building. 19
1.5 Sebrae Mission.................................................................................. 21
1.5.1 Mission.................................................................................22
Part 2 Educational benchmarks...................................... 24
2.1 Purpose.............................................................................................. 25
2.2 Values..................................................................................................27
2.3 Target audience................................................................................ 29
Part 3 Business qualification and
entrepreneurial culture – for an
educational praxis.................................................................................31
3.1 Education pillars.............................................................................. 33
3.2 Competencies...................................................................................35
3.2.1 Cognitive nature competency....................................... 36
3.2.2 Attitudinal nature competency..................................... 36
3.2.3 Technical, operational and psychomotor nature
competency....................................................................................
37
3.3 Theoretical options ...................................................................... 38
3.3.1 Sociocritical theory: Paulo Freire’s contributions.. 39
3.3.2 Humanist theory: Carl Roger’s contributions...........44
3.3.3 Cognitivist theory: Piaget’s contributions................. 46
3.3.4 H
istorical-cultural theory:
Vygotsky’s contributions.................................................
48
3.3.5 Historical-critical pedagogy:
Saviani’s contributions....................................................
55
Part 4 Evaluation process .................................................. 62
1 Step – Initial social practice......................................................... 64
2 Step – Problem-posing.................................................................. 64
3 Step - Instrumentalization............................................................. 64
4 Step - Catharsis.................................................................................. 65
5 Step – Final social practice............................................................ 66
st
nd
rd
th
th
Final considerations........................................................................... 67
References ............................................................................................70
Sebrae
Presentation
10
Since it has been created, in 1972, the Brazilian Micro and
Small Business Support Service (Sebrae) has been established as an
institution of remarkable relevance in the Brazilian economic and
social scenarios as a small business development mobilizing agent,
optimizing, in the individuals, their entrepreneurial potentials and,
consequently, improving their and their community’s quality of life.
Sebrae’s
Educational
Benchmarks
Thus, particularly now, in the beginning of the XXIst century,
the institution has invested in organizing the service to the small
businesses on a segmented basis and improving the quality of the
target public qualification and the dialogue with the business owners.
With an eye towards the future, envisioning a fairer society, which
provides more personal and professional development opportunities
from the dissemination of the entrepreneurial culture and improving
the access to continued education, Sebrae proposes to direct its
educational view based on principles which contemplate the multiple
dimension of the human being and understand the regularity of the
formation process built from individual and collective experiences.
Much more than developing technical aspects about a certain
entrepreneurial sector, Sebrae is committed to insert the content of
its solution in a wider context, allowing the business to be visualized
as a whole, and not only a specific sector, favoring the identification of
its professionals’ individual and collective actions and the dynamics
of the work developed in its different environments.
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With this respect, Sebrae’s educational benchmarks are intended
to guide the professional who work with education in the system
(managers, consultants, technicians, service providers and partners)
establishing basic directive for their operation in the development,
update, passing on and application processes of the business
qualification solutions and entrepreneurial culture, providing
theoretical options which are more appropriate to the institution’s
mission and values.
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Sebrae
Part 1
Sebrae System
13
Sebrae
Information age, globalized culture and new technologies are
common expressions of our time. A living and close reality involving
each of the Earth inhabitants reflecting changes which are thoroughly
transforming the economic, social, cultural relations and the meaning
of time and space, worldwide integration, technical modernity and
social reflexivity, i.e., to continuously think and reflect about the
circumstances under which we live.
Sebrae follows such context not as an observer, but as an agent,
and understands that the changes in the economic, technological,
environmental and organizational field tend to reframe how things
are done, on an increasingly committed way with the country and
with the quality of the work it performs with the small businesses.
1.1 In the economic field - globalization
The changing process in the market environment, call by
the current literature as globalization, is part of a transformation
complex occurring in the material production bases, reflecting in all
the society sectors, leading nations, organization and individuals to
an inevitable political, economic and social interdependency.
14
This process does not bring benefits to everyone on a uniform
way. In the extent that the knowledge, technology and culture
globalization is strict to economically favored social groups, the
differences concerning the people who live in depriving conditions
and who, therefore, do not enjoy its benefits increase. The problem is
both individual and collective, once the technological backwardness
of some regions of the plant affects the poorer countries, which lose
with the depreciation of their workforce.
Sebrae’s
Educational
Benchmarks
It is within this global context that the Brazilian corporate
community is inserted to: in face of great challenges, with the
requirements of a globally competitive market, but also with great
opportunities. In an economy interconnected by data and information
transmitted at real time by the world wide web – internet -, the
geographical distance no longer exists, isolation becomes more and
more distant and the economic blocks achieve other markets, starting
to compete with the major world powers. The competitiveness
degree enlarges the demand for knowledge requiring increased
organizational competency and innovation capacity based on
sustainability and creativity from the organizations and the people
so as to deal with the market uncertainties.
This is a process which has required from the local businesses,
particularly the small businesses, an efficient strategic position in order to
compete in this “globalized” scenario, requiring innovative management
in order to maintain their sustainability on a competitive way.
In this context, Sebrae has an essential performance in the
search for small businesses sustainability and productivity, providing
educational solutions which disseminate the business qualification
and entrepreneurial education, by providing management tools which
contribute for the Brazilian small businesses to be really efficient
and effective, with financial results compatible not only with the
conducted investments, but with the emerging demands.
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For that purpose, the institution works in order to qualify
small businesses owners and disclose the entrepreneurial culture,
providing its customers with knowledge and practices allowing the
understanding of the social, political and economic contexts of Brazil
and the region on which their businesses are established so that they
can position their businesses in these scenarios and find management
strategies which best meet their needs.
1.2 In the technological field
Technological revolution refers to the set of innovations
related to the application of the technique and science in the
production of goods and service, so as to increase, on a large scale,
the transformation opportunities and possibilities.
Among the modern technologies and those called as cuttingedge technologies, computing and consequently the computer
network provides the essential material basis for globalization,
because the ease and quickness provided by internet foment the
cultural and economic exchange between the regions, countries and
continents.
16
Everything is considered in the virtual interactive communication
structure between the people and nations, from local radio transmission
and daily actions, such as the use of fixed (microcomputers, telephone
sets, telefax) and mobile (cell phones, smartphones, tablets, laptop)
devices, to great political decisions, by means of advanced multimedia
stations and satellite transmissions.
The dissemination of the information and communication
technologies tend to favor new ways of thinking, acting and
establishing relationships, modifying the understanding of the
knowledge status, which also causes changes to the companies
and institutions organization, creating new social needs. The
unqualified labor and the traditional activities and employments
are transformed and, in many cases, even eliminated, favoring
opportunities for self-employed workers as the employment in
large companies become scarce.
Sebrae’s
Educational
Benchmarks
Therefore, it can be understood that a new economic basis
has been founded with increased dynamics and power - the small
businesses - requiring investments in the solid qualification of the
individuals, so that they can find alternative ways to act in the work
world, without depending only of conventional employments.
Sebrae, attentive to the employment promotion and protection
policies in the various sectors of society, both public and private,
positions itself as a small business promoting agent, fomenting the
required qualification for the entrepreneurs to have the citizenship
and social valuation acknowledged, as well as the sustainability and
competitiveness of their enterprises reached.
Understanding all the technology possibilities, combining them
to the knowledge and creativity in order to increase the information
access opportunities to a greater number or people, will allow the
democratization of knowledge, the social balance and, above all, the
business opportunities for the entrepreneurs.
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Thus, Sebrae has invested, on a significant way, in the
qualification of its customers, teaching them how to use the
information and communication technologies in the management
of small businesses, developing presential, semi-presential and
distance solutions. It has also fomented the use of its tools in order
to facilitate the access of hearing and visually impaired people,
contributing for the inclusion of such public in the production
market.
1.3 In the environmental field
From the 80s, studies about the more relevant vital indicators
of the planet conditions have increased. The researches revealed an
alarming progressive deterioration picture of the global environment,
predicting a severe future worsening, due to the various ecosystems
comprising the biosphere are rapidly reaching the limit of their
capacity to absorb disturbances.
However, it is possible to note, in the business world, the
return to the human being/nature unit, based on a futuristic
vision in the attempt to renew habits and attitudes resulting in
direct impacts to the use of resources, enabling its economy and
a number of benefits to the small businesses and to the society.
Many companies are being encouraged to adopt eco-efficiency
concepts, a phenomenon which seeks for producing more and
providing better quality products using less natural resources.
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Environmental protection presupposes sustainable production
and consumption and, for that purpose, it is essential that the business
owners and entrepreneurs have access to tools, models, processes,
practices and principles of sustainability.
Sebrae’s
Educational
Benchmarks
In this scenario, in terms of sustainable development, Sebrae
has a highlighted place and has made efforts to inform and guide
the business owners and entrepreneurs to know and practice the
sustainability principles, with focus on the advantages and benefits
of implementing the sustainable management in the enterprises
and the relationship between new processes, gains in productivity/
competitiveness and consumption products and services committed
with environmental, social and economic sustainability.
Based on such directions, a series of measures has been taken in the
process of building solutions intended to guide entrepreneurs and small
business owners to develop sustainable practices as an institutional
policy, adding value to their products and services. Such practices, once
understood and applied by the business owners, strengthen their social
commitment, the image of the enterprise and, consequently, its brand.
1.4 In the organizational field – intellectual capital building
The local and worldwide organizations are experimenting a time
characterized by informational economy, on which productivity and
competitiveness basically depend on the capacity to generate, process
and apply, on an efficient basis, the information, turning it to knowledge.
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Knowledge is no longer considered as being a resource like
other traditional production factors, but the most significant one,
making this historic moment in the beginning of the XXIst century
a single one. The fixed richness – land, equipment, real state – is
increasingly being replaced by the intellectual capital – information,
new knowledge, competencies.
A company’s economic and production power is more contained
in its team and in its intellectual and technical/operational capacities
than in their fixed assets, such as properties, installations and
equipment. In the information age, on which the human values are
prioritized, as well as creativity and knowledge, the greater good of a
company is represented by the people who work for it.
In this scenario, the creation and implementation of procedures
which generate, store, manage and disseminate knowledge represent
the newest challenge to be faced by the companies and, consequently,
by Sebrae, for being a small business qualification and development
promoting agent, in addition to playing the role of analyzing the
information that circulates in the market and in the society and turn
it into knowledge which may add value to the management of small
size enterprises.
As a result of such reality, education starts to have a strategic
and key position not only in the economic and social fields, but also
in the process of preparing people to exercise, with responsibility,
their citizenship and professional activities, respecting the
20
interdependency relationship between the social groups, institutions
and environment.
Sebrae’s
Educational
Benchmarks
Incorporating new ways of thinking and managing the
small businesses, valuing the intellectual capital and the shared
knowledge in and out of the company means, for Sebrae, investing
in the development of competencies which allow its customers to
understand the historical context they are inserted to, in its different
dimensions – economic, political, social, cultural -, mobilizing the
knowledge resulting from their personal and collective experiences
and those acquired in the qualifications, so as to take decisions about
and for their enterprises.
1.5 Sebrae Mission
Sebrae is an autonomous social service, established through
public deed under the form of a non-profit private law associative
entity, being governed by the by-laws in compliance with Law
no. 8.029, of April 12th, 1990 and subsequent amendments, and
regulated by Decree no. 99.570, of October 9th, 1990, which provide
for untying the entity from the federal public administration.
The institution was created with the purpose of supporting the
small businesses segments, due to their great capacity to generate
job and income, essential elements for the harmonious development
process of a nation.
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Sebrae
Sebrae, by replacing the former Cebrae,1 was turned into an
autonomous social service and, although not being governmental, is
of public character, for using parafiscal resources.
1.5.1 Mission
Sebrae’s mission is to “promote competitiveness and the sustainable
development of the small businesses and foment the entrepreneurship
in order to strengthen the national economy”.
It is subordinate to an advisory board,composed by representatives
of the private sector and also from the government, a partnership
intended to encourage and promote the small businesses on a
compatible way with the national development policies.
In the current context, Sebrae intends to be an effectively
transforming instrument of the Brazilian reality, contributing for the
installation of a favorable environment to the sustainable growth of
the small businesses and generating knowledge on such relevant
segment of the business sector. Thus, it directly contributes for the
construction of a fairer Brazil.
Sebrae, being an institution directed towards entrepreneurs
who generate income and jobs has, in addition to its economic and
social and service provision functions, an important educational
duty, with respect to awake and develop, in the individuals, their
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1
Created in 1972, the Brazilian Center for Managerial Support to Small and Medium-Sized
Companies (Cebrae), as a government body, it had remarkable operation in all the Brazilian States,
conducting programs which served the business owners in the technological, credit, market and
training areas.
entrepreneurial potentials, in order to improve their quality of life
and that of their communities.
Sebrae’s
Educational
Benchmarks
Its action is noted, among others, in the development of
educational solutions of business education and entrepreneurial
culture solutions, in different formats and modalities towards the
management of the small businesses, so as to meet their target
audience specificities and demand.
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Sebrae
Part 2
Educational
benchmarks
24
2.1 Purpose
Sebrae’s
Educational
Benchmarks
In 2001, Sebrae launched the benchmarks for a new
educational praxis, proposing a reflective and critical attitude
about its educational practices and the theories they are based on,
becoming a disseminator of an entrepreneurial education process
which integrates the development of the human dimensions,
being inspired in the four education pillar for the XXIst century learning how to know, how to do, how to become and live together
-, defined by the United Nations Educational, Scientific and Cultural
Organization (Unesco). In addition, it has valued the cognitive
operations and the development of other dimensions, such as
the attitudinal ones, which involve the personal and professional
positioning and the how to do dimension.
In 2006, Sebrae brought into the system the educational
approach focused on the development and mobilization of the person
capacities before the various situations of the work processes - i.e.,
his/her competencies. With this, the institution sought to encourage
the entrepreneur to reflect about himself/herself and about his/
her context, seeking, from his/her experiences and the acquired
knowledge, to take decisions which are more favorable to his/her
personal and business success.
In 2015, by reviewing its educational benchmarks, Sebrae
strengthens and reinforces the commitment to work with
the content of its educational solutions on a contextualized
way, revealing its conceptual, scientific, historical, economic,
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ideological, political, cultural and educational dimensions
which must be clearly explained and learned in the teachinglearning process. For that purpose, it proposes that such
content is analyzed, understood and learned within a dynamic
totality, requiring the institution to establish a new pedagogical
working method, which keeps up with this new challenge.
The educational benchmarks are, therefore, guiding instruments
for the elaboration of qualification products in different formats
and modalities, conceived to provide pedagogical subsidies to the
reflection and guidance of the actors directly or indirectly involved
in the educational process, conception, development and application
of educational solutions.
Thus, Sebrae restates it has as premise the four pillars learning how to know, how to do, how to become and live together
– by Unesco, which support the educational processes and the
development of cognitive, attitudinal and operational nature
competencies.
By means of the pillars and competencies, along with
guiding principles of the teaching-learning process focused on
the sociocritical, humanist, cognitivist and historical-cultural,
Sebrae develops its entrepreneurial education providing its
customers with the condition required to awake and increment
their entrepreneurial potentials and adopt new positions in
conducting their businesses.
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Sebrae’s
Educational
Benchmarks
2.2 Values
Sonia Helena dos Santos, people management expert and
professor at Armando Alvares Penteado Foundation (Faap), in an
interview to Exame Magazine stated that:
Value, on a broad way, can be translated
as a set of sociocultural standards and
principles accepted or maintained, by
individuals, class or society. And, within
small businesses, the values are like the
organizational culture heart, defining the
success in concrete terms to the employees
and establish the standard to be reached
(LAM, 2012).
The implicit values which integrate Sebrae’s educational
benchmarks acknowledge as basic principles:
*
The human being as a social, political being, belonging
to his/her community, country, to the world, builder of the
society and history;
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*
The person as an inseparable unit of thought, feelings and
actions, continuously interacting with the social environment.
*
The entrepreneur as the gravitational center of the
educational process;
*
The entrepreneurship as the means to obtain the business
success;
*
*
Education as a dynamic and permanent process;
The continuous qualification, based on the indissociability
between theory and practice;
*
The development of cognitive, attitudinal and operational
competencies required for the good performance of
citizenship and management of small businesses;
*
The educational process planning as a required action,
having the entrepreneur, his/her needs and expectations as
reference;
*
The knowledge as raw material and the main production
and citizenship factor;
*
The democratization of knowledge, by using the
communication and information technologies, allowing
the dissemination of knowledge with quality, speed and
equanimity, making relevant contents, contextualized and
complying with the local reality available;
28
*
The systemic view, the multidimensionality of the
education process and the discovery of the interdependency
relationships between any phenomenon and its contexts
and of any context with the global context;
Sebrae’s
Educational
Benchmarks
*
The critical thought, with the development of the mental
processes;
*
The creative thought as a generating source of the scientific,
cultural and artistic advance;
*
The immediate application of the knowledge in the exercise
of the professional activities, by means of relevant and
pragmatic contents with current models and technologies;
*
The collaboration, partnership and cooperation attitudes
meaning “operating with”, i.e., work group, providing his/her
own talent for the common interest;
*
The ethical principles and universal values, such as justice,
common welfare, environment preservation, freedom and
peace
2.3 Target audience
The educational benchmarks are intended to all the
professionals directly or indirectly involved with the educational
process and who form the system knowledge asset, including:
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*
*
*
*
*
*
*
*
Directors;
Managers;
Technical analysts;
Technical assistants;
Consultants;
Facilitators/educators;
Service providers;
Partners.
Such benchmarks particularly guide the professionals
involved in the development, update, passing on, application
and evaluation processes of business qualification solutions and
entrepreneurial culture.
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Part 3
Business qualification
and entrepreneurial
culture – for an
educational praxis
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For Sebrae, we call business qualification and entrepreneurial
culture the continuous education focuses in small businesses and
which are able to develop entrepreneurial competencies required for
the success of each business segment, assisting them to overcome
the challenges posed by a world characterized by uncertainties
and great changes. Thus, the didactic considerations defined in this
document are intended to describe the measures to be considered in
the planning, development and evaluation processes of educational
solutions enabling the learning of the participants comprising their
target public.
The planning of an educational solution is a reflected action,
because it meets the purpose of deciding, predicting, selecting,
choosing, organizing, remaking, resizing and analyzing the process
before, during and after the completed action. The result to be
reached is defined on it; thus, it is a political-pedagogical act due to
its intention to be revealed in the teaching actions. For this reason,
by the time this process starts, we must have in mind questions such
as: what is it intended to do? What type or entrepreneur or business
owner do we wish to bring on? What type of society does Sebrae
intend to help building?
Such question must be thought taking into consideration that:
*
Education is a social phenomenon which contributes for the
economic, scientific, cultural and political development of a
society;
32
*
Each social group conceives, organizes and operationalizes
its education system from a certain view of the human being
and the world, based on individual and collective benchmarks
which are in force on a specific time and space;
Sebrae’s
Educational
Benchmarks
*
Sebrae is an educational institution inserted in a society on
which practices and knowledge change and, for this reason, it
is subject to the effects of such movement, at the same time
on which it defines its role and its form of operation in order to
comply with its mission.
The planning of an educational business qualification solution
has to be structure on a systematized way so that Sebrae, in addition to
disseminating an entrepreneurial culture to a public with diversified
profile and of different age groups, contributes for the qualification
of small businesses owners.
Thus, it bases its education action in the development of
competencies allowing its customers to learn to know, to be, to live
together and to do, providing them with instruments to understand on a
responsible, sustainable, creative and innovative way and take decisions
favoring the competitiveness and the success of their businesses.
3.1 Education pillars
Below are the educational benchmarks guiding Sebrae’s actions,
having as premise the four pillars of the education process proposed
by Unesco:
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*
Learning how to know – refers to the interpretation and
representation of the reality by means of the concepts,
principles, facts, proposals and theories study. The learning
on how to know manifests with the development of
cognitive schemes: reflection, critical analysis, comparison,
classification, ordering, arguing, etc., which provide the
knowledge building;
*
Learning how to become – refers to the perception of reality by
means of the awareness of the person about himself/herself
and his/her interaction with his/her groups. It comprises
beliefs, values, intuition, trends, creative potentials, attitudes,
segments, imaginations, fantasy, synthesis, humor and arts;
*
Learning how to live together – refers to the development of
the individual, his/her way of being, of self-conducting and
acting in the context he/she is inserted to. It comprises the
valuation of the collective instead of the individual, learning
how to listen to the other, proposing instead of imposing,
ceding and contributing in favor of the group’s interest and
need, knowing how to administer conflicts, sharing on a
productive way, fomenting the unit in diversity. The human
being is single and singular and, at the same time, multiple
and complex, inserted into groups and social and cultural
organizations presenting multiplicity of visions, dreams,
positions, beliefs and values.
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*
Learning how to do - refers to the application in reality,
with capacities, abilities and skills. It manifests by means of
action, initiative, achievement, transfer, operationalization
and pragmatism.
Sebrae’s
Educational
Benchmarks
With this view, Sebrae intends to contribute in order to provide a
(new) meaning to the education practices, from a broader perspective,
which includes, for the entrepreneurs, the autonomy to learn, develop
attitudes and essential attributes and show competency in managing
his/her business.
3.2 Competencies
The systemization of planning of educational solutions for
business qualification and entrepreneurial culture is intended to develop
competencies of cognitive, attitudinal and operational natures, allowing
the individuals to mobilize knowledge/skill, attitudes and abilities/
procedures for a satisfactory performance in different situations –
personal, professional or social. Thus, it distances from the education
based on subject matters to focus on the person and professional
learning process at the same time, so as to provide its conscious and
responsible performance in society as a change agent.
The competencies define what the education process participant
can do or how he/she may act with the knowledge he/she has build,
mobilizing, on an integrated way, knowledge, attitudes and procedures to
respond not only to his/her immediate needs, but predict future actions.
Its formulation or description must, therefore, start from the analysis of
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problem-situations which are real, concrete and, from that, derive the
selection of knowledge required to solve them.
It is understood that every educational situation requires, at
higher or lower intensity, the development of cognitive, attitudinal
and technical/operational competencies. There is no hierarchy
between them and one is not considered as being more important
than the other.
Chaves Filho (2006) conceptualizes the competencies according
to subsections as follows.
3.2.1 Cognitive nature competency
The cognitive nature competencies, corresponding to the
learn how to know dimension, comprise the theoretical/conceptual
knowledge. By working with the received information, the individuals
activates the generation of mental structural schemes, improving the
use of the cognitive dimension in order to deal with the professional,
personal, and study and research situations.
3.2.2 Attitudinal nature competency
36
The attitudinal nature competencies, corresponding to
the learning how to become and how to live together include
personal abilities and attitudes required to become, i.e., to develop
potentialities, and to live together, or to interact with people, create
and improve organizational processes.
Such abilities permeate the organization internal and external
relationships and represent its relational capital, which is the value of
the knowledge it creates, maintains and improves the relationships.
Sebrae’s
Educational
Benchmarks
3.2.3 Technical, operational and psychomotor nature
competency
These are the competencies intended successfully act in the
businesses, in the organization of the work areas and sectors in the
company. They are related with application, with learning how to do.
Every person has an individualized set of technical competencies,
but to such competencies it is necessary to continuously add others,
according to the diversity of the situations occurring at work.
The operational and psychomotor competencies articulate
cognitive, attitudinal and psychophysical order factor – functional
relationships between the mind and the physical representation.
Such abilities define what to do and how to do; in the company, it is
the value of the practical application which makes the organization
to properly work.
It is restated here that the understanding that, although most
of the situations require, for expressing competency, integration and
mobilization of knowledge, skills, attitudes and abilities/procedures,
in the three dimensions (cognitive, attitudinal and operational) the
individual can show his/her competency on a prevailing way in one
dimension. For example: competency to establish a communication,
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argue and develop a logical reasoning (cognitive dimension);
competency to create, innovate, persuade and negotiate (attitudinal
dimension); competency to elaborate a planning, solve a problem and
carry out a diagnosis (operational dimension). Such competencies
will be much more present as richer are the experiences and the
theoretical and tacit knowledge built by the person.
Some situations may required the individual to develop more
aspects of one specific dimension (cognitive, for example) and
others less, because almost all the human actions require some type
of knowledge, sometimes superficial, other times more complex,
resulting from the personal experience, the common sense or from
studies and researches. What will determine the scope of the action,
in case of the entrepreneurs, is the company needs and the market
requirements.
3.3 Theoretical options
Even with a number of theories about human learning processes,
Sebrae decided for one which was coherent with its practice to fulfill
the business qualification and entrepreneurial culture purpose,
based both on Unesco’s pillars and on the competencies. Thus, it was
first sought, in the sociocritical (Paulo Freire), humanist (Carl Rogers)
and cognitivist (Piaget), theories which contribute to materialize an
education that was really, entrepreneurial.
38
In addition to these, it was noted, in the historical-cultural
theory, an important education benchmark, considering that it allows
to understand the individual’s full personality, whether being a child,
an adolescent or adult, in his/her development as a single individual,
but, at the same time, social and historical.
Sebrae’s
Educational
Benchmarks
All these theories, in a complementary sense, resulted in the
choice for the historical-critical pedagogy (Saviani).
Although the objective of this benchmark is not to present an
in-depth study of each of such theories, they were explained in order
to lead the reader to understand what is essential for the business
qualification and entrepreneurial culture work Sebrae develops.
3.3.1 Sociocritical theory: Paulo Freire’s contributions
The world – of the relationships, work, culture, finally, of
existence – is a great pedagogical instrument for the several learning
when the concept of education is beyond the formal learning spaces,
i.e., when it is for life, which requires understanding the social and
work phenomena, but, above all, the culture of each one, of what each
one adds or may add to the other and to the existence.
Thus, we can see the education processes understood as a social
phenomenon, contextualized in the world on which the individuals
are part, cannot do with reflecting about the man, his time and his
culture. Freire considers that such education must be totalizing –
humanizing and technical.
It is based on the man’s capacity to interact, create and recreate
that he builds the history of his time. Thus, by making knowledge an
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instrument, making the man a simple reproducer of what is already
prescribed, we conceive a humanity without the sense of life and
without perspective to transform the society.
From the Freirean point of view, the education processes
involving adults need to accept them as groups inserted into
society on an active way and exercise their particularities. Freire
considers that:
Knowing is not an act through which an
individual, turned into an object, gently and
passively receives the contents others provide
him/her or impose. The knowledge, in contrasts,
requires a curious presence of the individual
concerning the world. It requires his/her
transforming action about reality. It demands a
continuous search. It implies invention and reinvention (FREIRE, 1985, p. 12).
The education processes need to be built in such a way to take
to the individuals emancipation, understanding them as part of the
historical-cultural moments they belong to. The world is, therefore, a
great pedagogical instrument for the several required learning.
40
According to Freire, the human existence can never be conceived
on a deterministic or fatalist way. Each individual has a humanization
potential that learning and construction of knowledge can provide. He
defends the ontological vocation of “being more”, inherent to all the men
and all the women, however, denied when the conscious existence of the
other is denied.
Sebrae’s
Educational
Benchmarks
In contrast with a dehumanizing, alienating and decontextualized
education, Freire proposes conscious education process, based on the
world problem-posing, generator of autonomy.
The education impose to those who are really
committed with liberation cannot be based
on understanding the men as empty beings
to be filled with content by the world; it
cannot be based on a specialized awareness,
mechanistically divided into compartments,
but in men as conscious bodies and in
consciousness as intentioned consciousness of
the world. It cannot be that of the content
warehouse, but that of men problem-posing
in their relationship with the world (FREIRE,
2005, p. 77).
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It is required that the pedagogical work organization Sebrae
develops is based on the praxis, on which those involved in the
development and application of the solutions perceive the man/
world and theory/practice relationships in their uniqueness and
dynamism. Further, they get to perceive themselves as active
individuals in this organization, so that their work is not alienated.
For that purpose, Sebrae, as a whole, must have clarity on the type
of relationship that the small businesses individual establish with
the world: if subordination or critical action with capacity to reinvent
themselves over the social, political and economic transformations.
Thus, learning must be understood as world appropriation, and not
only as passport for access or adaptation to this or that position
given as ready.
It is worth emphasizing what Freire brings us as reflection
about the learning process:
42
[...] in the learning process, only the one
who really appropriates from what has been
learned, transforming it into understood,
with what he/she can, and for this reason,
reinvent it, is the one who really learns;
the one who is able to apply the learnedunderstood to real existential situations.
In contrast, the one who is “filled” with
other contents whose intelligence does not
perceive, with contents which contradict
the way of being in his/her world, without
being challenged, does not learn (FREIRE,
1985, p. 13).
Sebrae’s
Educational
Benchmarks
Thinking on qualifications in the critical perspective of the
historical-social context is not an easy task on we are used to a
fragmented and dichotomous view of knowledge, many times
alienated of the work they are applied to. We are used to divide and
not to gather such knowledge. However, a daily reflection exercise
about the action and the search for such contextualized knowledge
organization is required, enabling the complex and totalizing
understanding of reality and also giving opportunity for an increased
social meaning of the knowledge intended to construct and the
competencies intended to develop.
With this respect, Freire remains up to date and, in the
light of his thought, the knowledge comprises instruments for
understanding the historical moment of the individuals who teach
and learn, on a dialectical movement, which generates awareness
and transformation of reality – here is the Freirean triad: awarenessdialogue-transformation.
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3.3.2 Humanist theory: Carl Roger’s contributions
In the beginning of the XXth century, significant manifestations of
an educational vision centered in existence, life and human activities,
started to occur. The belief in the possibilities of the individual to
develop his/her potentialities and deepen the self-discovery, selfacceptance and self-expression, to become a person was stated.
The humanist focus acknowledges the facilitating affective
position of the educator, emphasizing the human value and the
empathy as way to provide the learning individual, the knowledge of
his/her potentialities and the search for balance.
Carl Roger, around 1950, stated his humanist concept, showing
how education can provide favorable conditions for the selfachievement of people, by means of significant and experiential
learning, which allows the establishment of the contact with the
experiencing process itself.
44
By significant learning I understand a
learning which is more than accumulating
facts. It is learning what causes changes,
whether in the behavior of the individual, in
the guidance of the future action he/she
chooses or in the attitudes and personality.
It is a penetrating learning, which is not
limited to an increase in knowledge, but which
deeply penetrates all the existence parts
(ROGERS, 1985).
Sebrae’s
Educational
Benchmarks
The significant learning takes place when the person is fully
involved in his/her cognitive and sensorial aspects. By subjecting
himself/herself to the learning process, the individual knows he/she
will have his/her needs met because they refer to what the person is
willing to know.
The humanist principles proposed by Carl Rogers, by allowing
people the self-knowledge and the development of their creative
potentialities, favor the formation of the awareness about themselves
and the relationship with the different groups, extending the chances
of success in their interpersonal relationships and in their enterprises.
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3.3.3 Cognitivist theory: Piaget’s contributions
The principles upheld by Piaget are based on the criticism to the
traditional methodologies which, in their origin, bring the punishment,
condemnation of the error, authoritarianism, content transmission,
emphasis to memorization and lack of respect to the individual
development of each one. For Piaget, such learning relationships
were based on coercion, preventing cooperative practices.
Although Piaget has not had as his main object of study the
role of the social factors in the human development, we find in this
author the statement that “human intelligence only develops in the
individual as a result of social interactions which are, in general,
excessively neglected” (PIAGET in TAILLE, OLIVEIRA; DANTAS, 1992,
p. 11). For Piaget, the human being is a being under evolution: even
reaching cognitive development steps, he/she will be always under
construction. A number of young people and adults develop the
intelligence and creativity as they solve problem-situations.
In a Piagetian perspective, the human learning processes
must favor the participation, research and autonomy, as well as
the development of solidarity and cooperation attitudes, for being
intrinsically connected to the intelligence development process. With
this respect, it is necessary to break with teaching and learning forms
which insist on the passiveness of the students. For that purpose, it
46
is required to organize subject-object interaction situations on which
the participation is considered as a presupposition for learning.
Sebrae’s
Educational
Benchmarks
Considering Freire’s contributions, corroborating them in
Piaget’s studies, it can be understood that for both the educator is
not the core of the teaching-learning process, but the mediator of the
discoveries of those who learn by means of a dialogical action. Taille,
who is a known specialist of the Piagetian theory, states that:
It can be verified that the coerced individual
has few national participation in production,
preservation and disclosure of the ideas. In
case of production, he/she does not simply
participate, being satisfied in accepting the
final product as valid. Once this product is
accept, the coerced individual preserves, being
limited to repeat what has being imposed to
him/her (TAILLE, 1992, p. 19).
For Piaget, learning is, above all, to discover. Therefore, the
knowledge results from an inter-relationship between the individual
who knows and the object to be known. The central axis is the
organism-environment interaction and such interaction occurs by
means of two simultaneous processes: the internal organization
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and the adaptation to the environment, functions that are exercised
by the organism throughout the life. Adaptation, defined by Piaget
as the intelligence development itself occurs by assimilation and
accommodation. The assimilation schemes change over the time,
configuring the development stages. Piaget further considers that
the development process is influenced by factors such as: maturation
(biological growth of the organs); exercising (functioning of the
schemes and the organs implying the habit formation); social
learning (acquisition of values, language, cultural and social habits
and standards); and balance (internal self-regulation process of the
organism, which constitutes the successive search for rebalancing
after each suffered imbalance).
The education processes, based on such Piagetian
presuppositions, must allow the individual to develop the mental
schemes, by proposing challenging activities, which cause successive
imbalances and rebalancing, promoting the discovery and continuous
knowledge construction.
3.3.4 Historical-cultural theory: Vygotsky’s contributions
48
The historical-cultural theory presupposes the active
character of learning and development of the inherent capacities
of the human being. Such learning occurs throughout the life
and is constructed under the influence of the experience of the
previous generations, transmitted by means of formal or informal
education processes.
Such theory sought to exceed the man, education and learning
view put by the traditional Western psychology by understanding
that learning as being a social activity, and not only an individual
achievement, as it was conceived. According to its perspective, it
is a knowledge production and reproduction activity assimilated
by the people whenever they are directed to perform a task or
when they establish social interaction relationships directed to an
objective, being, therefore, intentional. In this concept of learning,
three important elements serving as support for the development of
Sebrae’s entrepreneurial education must be highlighted: the social
character, the mediation category and the activity category.
Sebrae’s
Educational
Benchmarks
The social character and mediation of learning
According to the historical-cultural theory, in the teachinglearning process the individual who learns is conceived as the active
subject, conscious and oriented by an objective with intentionality.
The learning occurs in a social environment on which the educator
and students interact on a mutual basis and communication is
mediated by technologies which extend the cooperation possibility.
The main result of learning is the transformations operated both in
the individual who learns, i.e., his/her psychic and physical changes,
and in the object of activity which was the target of learning, allowing
to reach the defined objective, in addition to following and evaluating
the process as a whole.
The social character and category “learning mediation” were
highlighted in the historical-cultural theory by explaining the
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development of the higher psychological functions, i.e., the natural
psychological functions of the human beings (perception, memory,
attention, etc.) have their own characteristics which are not products
exclusive of the brain activity, therefore, they are not only a biological
function.
The development of the higher psychological functions is,
therefore, the result of the social relationships established between
the people and the outside world in the historical process dynamics,
being mediated by symbolic systems. Thus, the logical thought, the
creative imagination, the volunteer regulation of the actions, among
others, do not only emerge with the maturation of the organic
capacities. They are, in fact, the result of meanings that the individual
assigns to his/her experiences which, in their turn, are subject to
influences from the material and spiritual values guiding the social
behavior of the groups in a certain time and place (NÚÑEZ, 2009).
In the historical-cultural theory, the human psychological
function is cultural and, consequently, historical. In each step of the
society development, cultural contents are produced working as
mediating elements in the relationships established between the men
and the world, Such historical-cultural content (knowledge, values,
etc.) is the object of assimilation in the processes of socialization,
formation and development of personality, which continuously occur
in different education formats and modalities.
50
Developing the individual, then means, submitting him/her to
learning processes on which he/she is encouraged to learn with the
others’ assistance. In order to explain such mediation form, Vygotsky
(1981) calls the attention to two evolution levels: that of the actual
capacities and that of the possibilities to learn with the other’s
assistance. He calls proximal development zone the difference
between these two levels. Such zone defines functions which are not
yet mature, and are in maturation process; such functions could be
called as development “sprouts” or “flowers”, instead of development
“fruits”.
Sebrae’s
Educational
Benchmarks
Thus, learning is closely connected to the way the individuals
mean the object to be known (content), emphasizing that this is not
a process which happens from outside to inside, like the teacher
teaches and the student absorbs the knowledge. This way, both
the daily experiences (spontaneous concepts) and those provided
in the formal learning context (scientific concepts) are two ways of
gathering the concepts which, although being different in terms of
quality, they are equivalent under the functional point of view.
In the learning process, whether formal or informal, there is a
close relationship between the cognitive aspects (knowing), affective
(feelings, perceptions) and volitional (wish, willing to do). In his
book “Thought and language”, Vygotsky (1989) states “that there is a
dynamic sense system which represent the unit of the affective and
intellectual processes”.
The spontaneous concepts (common sense) are intuitive and
inherent for each individual. They develop as a product from the
individual and social daily life experiences and, although rich in
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practical experiences, they depend on the context, but constitute
the scientific concepts basis (the formally learned ones) which, when
assimilated, allow the formation of other spontaneous concepts
with possibilities of conscious and deliberate use. Further, the
development of scientific concepts depends on and is constructed
from the spontaneous concepts the individual has as an assimilation/
appropriation process.
The activity in the learning process
In the historical-cultural theory, the human activity is considered
as being the process which mediates the relationship between the
human being (subject) and the reality to be transformed by him/
her (object of activity). Such relationship is dialectic, once it is not
only the object which transforms itself, but also the individual. This
is a process on which the nature, the society and the individual
himself/herself reproduces and transforms themselves, on a
creative way, mediated by the practice.
The activity, in Sebrae’s entrepreneurial education, represents
the space of the cognitive, attitudinal and operational nature
competencies exercise developed in the application of an
52
educational solution, once it is in the reflected practice that the
participants have the opportunity to express the appropriate,
conscious and contextualized use of the scientific concepts
assimilated to meet a certain purpose. It is, therefore, intentional,
being that such intention is processed in the individual, social
and cultural plans: individual in that the person who learns must
develop the activity to appropriate from it; and social and cultural
in two ways - as the rules and other culture tools are used and
as it is learned and developed in the social interactions with the
others.
Sebrae’s
Educational
Benchmarks
In Sebrae’s entrepreneurial education, the construction of
solutions must consider the fact that the formation of concepts is
the result of activities experienced by the individuals and these
concepts, once formulated, guide new practices in a dialectic
action-reflection-action movement. The practice is, therefore,
conceptual. Thus, in the application and evaluation processes of
a solution it is not sufficient that the entrepreneur and/or the
business owner only knows the concepts definition, but if he/
she has learned how to use them and “mobilize them” in order
to solve problems affecting him/her. Therefore, we can say that
there was learning when the individual learns how to “know” –
how to know, how to become, how to live together, how to do -, i.e.,
when the activity (reflected mediator-practice process) meets his/
her knowledge need about something. In this case, the objective
coincides with the reason.
In the teaching process, the learning activity organization
involves the following approaches: cognitive, which occurs in
strictly connection with the communication activity (essential to
develop socialization, self-knowledge and how to live together);
evaluative (formation of values guiding the action, the position
before a problem-situation and the people attitudes); and
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volitional (willing to do), which allows the full development of
the personality of the individuals being educated.
Taking into consideration such theoretical benchmark, it is
important that in business qualification solution, the following is
delimited:
*
The role of the entrepreneur/business owner in the learning
process, his/her sphere of reasons, interests and needs, the
development level of his/her learning strategies and his/her
abilities for the study;
*
The characteristics of the study object (content) and their
relationship with the material, intellectual and spiritual life
of the human being in the current world;
*
The procedures, techniques and technologies to be used in
the learning situation;
*
The resources or means available (materials and cognitive)
to perform the activity;
*
*
The expected results (objectives or purposes as goals);
Sebrae’s and the entrepreneur’s/business owner’s situation
or context;
*
54
The results to be achieve in the education process, under
the point of view of competencies to be developed (activity
product).
Learning, therefore, when organized in appropriate pedagogical
conditions, triggers the development of the individual and establishes
the bases for new acquisitions. However, it is important to emphasize
that despite of the existence of connection between learning and
development, none of them is performed in the same extent, on a
parallel and two-sided way, whether when the process individuals
are children or adolescents, or when they are adults.
Sebrae’s
Educational
Benchmarks
Although this direct relationship does not exist, the importance
of the joint activity is unquestionable, i.e., the cooperation relationship
between the individual who learns and the one who teaches. And
this concept changes, on a significant way, the traditions authority
relationship and the distance between both participants of the teachinglearning process, which, for a long time, was postulated by the traditional
pedagogy. In this new pedagogical relationship, the educator is assigned,
as his/her main function, with the student guidance and guide, so as to
potentiate his/her possibilities and convert the potentialities in his/her
proximal development zone into reality.
3.3.5 Historical-critical pedagogy: Saviani’s contributions
By taking as the principle that the knowledge is constructed in
the individual-object interaction from socially mediated actions, it was
sought a pedagogical approach which considered such presupposition,
such is the case of the historical-critical pedagogy, proposed by Dermeval
Saviani (1999), that part of the premise that education interferes on and
in society (historical), at the same time on which it acknowledges the
determination exercised by the society about education (critical).
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This is a theory which establishes essential steps for the
development of the student, whether being a child, adolescent
or adult, namely: a) initial social practice; b) problem-posing; c)
instrumentalization; d) catharsis; e) final social practice.
His teaching/learning method is intended to encourage the
educator’s activity and initiative; favoring the students dialogue among
each other and with the educator, without forgetting to value the dialogue
with the historically accumulated culture; and taking into consideration
the students’ interests, the learning rhythms and the psychological
development, without losing sight of the logical systemization of
the knowledge, its ordering and gradation for the purposes of the
transmission-assimilation process of the cognitive contents.
Having the historical-dialectical movement as reference, it must
be emphasized that the learning process follows a movement which
starts with the daily experience (spontaneous concepts, real perceived),
goes through reflection (thinking the concept from explanatory theories)
and returns to the practice (real thought, awareness), forming the actionreflection-action cycle, the purpose of which is to brake the dichotomy
between theory and practice.
56
The educator, being the facilitating and mediating element
of the teaching-learning process may collaborate for the student
(learner) to overcome the common sense (spontaneous knowledge)
which is ingrained in his/her way o being and conceiving the reality
from the daily experiences and, make use of the theoretical reflection
(scientific knowledge, on a critical and contextualized way, reaches the
philosophical awareness in the process of understanding the reality he/
she is inserted to.
Sebrae’s
Educational
Benchmarks
In Sebrae’s entrepreneurial education, such dialectic movement
translates into the development of formation processes allowing
the entrepreneurs and the small businesses owners to analyzed
their social and work practice under a reflected optics, provided
by the assimilation of new knowledge (scientific knowledge) for,
thus, qualitatively turn it into benefit of their company growth and
sustainability, his/her and the collective well being, considering the
historical space/time they belong to.
In the historical-critical pedagogy, the knowledge is basically
constructed from the material basis, i.e., the social practice of the
individuals, in their relationship with nature and with their peers.
In this relationship, values, expression ways, cultural, economic,
religious, legal, political organization, relationships, etc. also exercise
direct interference in knowledge production and in the way people
give meaning to the things.
In structuring the teaching process, this premise must be the
starting point and subsidize the didactic structure to be adopted to
guide him/her. Thus, a first aspect to be considered concerning the
content (knowledge) is that it must be contextualized, evidencing that its
production is the result of the social and work relationships established
on a historical basis.
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Considering that the solutions conceived by Sebrae develop
specific competencies, the appropriate selection of the content and the
way to approach it have significant importance and its planning must
predict strategies which encourage the active participations of the
learners, proposing challenging activities and problem-situations always
focused on the contextualization and integration of the individual with
the concerned subject.
In the pedagogical action of Sebrae’s entrepreneurial education,
supported by the historical-critical pedagogy, the education – considered
here as the individual responsible for conceiving, developing, applying
and evaluating the educational business qualification solutions – must
develop a new way of thinking the contents and how they can contribute
to support the target audience served by Sebrae in managing their
businesses. The educator is further responsible for the liability and
commitment of knowing how to apply the five steps which structure the
didactic of the historical-critical pedagogy, proposed by Gasparin (2009),
as we can see below.
1st Step – Initial social practice
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Characterized by the current development level of the student
(learner/participant) and expressed by the social practice of the
content, i.e., how a certain knowledge is meant by the group. This
step has its starting point in the teacher and the students’ previous
knowledge. This is what the educator and the participants already
know about the content which, in the starting point, has different
levels, considering the differences existing between the elements
integrating the group. This step is basically developed in two
moments:
Sebrae’s
Educational
Benchmarks
a) The educator informs the participants the content to be
studied and the competencies to be developed;
b) The educator seeks to know the students by means of dialogue,
perceiving the close and remote daily experience of the content to
be worked, challenging them so that they express their curiosities,
saying what they would like to further now about the subject.
2nd Step – Problem-posing
Consists in explaining the main problems found in the social
practice, related to the approached content. This step is developed
by conducting:
a) A brief discussion about such problems in their relationship
with the scientific content of the program, seeking for the reasons
through which the content must and has to be learned. This step
is essential for the participant to perceive that the knowledge they
have about the subject is superficial and prevent them from having
a more critical perception of the problems and take conscious and
appropriate decisions for better solve them;
b) Subsequently, such knowledge is turned into questions, in
problem-posing questions taking into consideration the scientific,
conceptual, cultural, historical, social, political, ethical, economic,
religious, etc. dimensions, according to the aspects under which
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they wish to approach the subject, considering it under multiple
views. In this step, the participants will not the interdependency
relationship existing between the noted events, establishing cause
and consequence relationships between them.
3rd Step - Instrumentalization
This step is expressed in the educator’s and the students’ work
for learning. For that purpose, the educator:
a) Presents the student, by means of appropriate teaching
actions (teaching strategies), the formal and abstract scientific
knowledge, according to the dimensions chosen in the previous
phase. The students, in their turn, by means of investigation and
reflection activities, will establish a mental comparison with the
daily experience they have about the same knowledge, in order to
appropriate themselves of the new content;
b) In this process, al the required and available resources are
used for the pedagogical mediation exercise.
4th Step - Catharsis
This is the elaborated expression of a new form to understand
the content and its relationship with the social context. It is conducted:
60
a) By means of the new mental synthesis the student has reached.
It arises by means of the new mental attitude, joining the everyday
life to the scientific, reframing them into a new concrete totality in
thought. In this step, the student makes a summary of everything he/
she has learned, according to the studied content dimensions;
Sebrae’s
Educational
Benchmarks
b) Such synthesis is expressed by means of an oral or written,
formal or informal evaluation, on which the student translates
everything he/she learned so far, taking into consideration the
dimensions under which the content was addressed. In this step, the
teacher evaluates to what extent the competencies predicted in the
solution were developed.
5th Step – Final social practice
Characterized by the new current development level of the
student, which consists in adopting a new action perspective from
what has been learned. This step arises:
a) By the new practical attitude, new attitudes, new willingnesses
expresses in the intentions of how the student will take the new
scientific knowledge acquired to the practice, following qualification;
b) By the commitment and new actions the student proposes to
conduct in his/her daily life (willing to do), placing in effective social
exercise the new learned content.
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Part 4
Evaluation process
62
As proposed by the historical-critical pedagogy, the content
learning evaluation must be the practical expression that the student
obtained a knowledge which represents for him/her a new instrument
for understanding the reality and of transforming action. Thus, the
teaching-learning process takes a new focus, on which teacher and
student act as coauthors (GASPARIN, 2009).
Sebrae’s
Educational
Benchmarks
Gasparin (2009) emphasizes that the learning evaluation in the
dialectic concept of knowledge is the expression of how much the
student has learned from the solutions to solve the problems and the
issues raised, i.e., if he/she developed the required competencies that
the learned content could provide for him/her to be able not only to
have a critical perception of reality, but to act on it, so as to transform it.
As the educational solutions constructed by Sebrae are focused
on fomenting the entrepreneurial culture and the business qualification,
with a short lasting workload, the evaluation process, in addition to
being objective, must use instruments which effectively evaluate the
participant’s acquisitions, i.e., the competencies developed to perform a
certain task. For that purposes, it is recommended that in constructing
an educational solution, the verification of such acquisitions occurs both
throughout its application and at the end of the qualification process.
Throughout the development of the educational solution, the
evaluation must be guided by the teacher observation (educator) with
respect to the group involvement level in the five steps which comprise
the didactic application process, described below:
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1st Step – Initial social practice
Interacting with the participants through dialogue, so as to
gather information about how much they know about the content
to be approached and how they relate such content with their
social practice. In this step, the educator must encourage the group
participation, making comments, showing their experiences and their
understanding about the subject. A satisfactory evaluation of this
step can be measured by the participants’ enthusiasm in sharing their
experiences, trying to make connections with the content which will
be the target of learning.
2nd Step – Problem-posing
This step is the time on which the educator presents the
content, relating it to different dimension of the social practice
(contextualization) – scientific, conceptual, cultural, political,
economic, ethical, historical, etc. Once more, the way the educator
uses in order to evaluate this step is observing how the participants
react, i.e., if they present a passive behavior, of acceptance, or if they
problem-pose with questions, doubts, presenting pertinent examples,
etc.
3rd Step - Instrumentalization
64
In this step, after having been contextualized, the content
is presented by the educator according to the defined approach
dimension. He will make use of all the required and available
resources so that the pedagogical mediation effectively occurs. Such
mediation will be guaranteed by the way the mediator himself/
herself behaves in conducting the job, presenting the scientific
character of the content, establishing a question-oriented dialogue
leading the participants to reflect about the subject, exercising his/
her role of learning facilitator. It is also recommended the use of
teaching resources intended to encourage the collaboration between
the participants and facilitate the access to information which
complement and/or deepen the approached subject. The evaluation
of this step is conducted through observation by the educator with
respect to the participants learning, shown by the clarity with which
they learned the essential characteristics of the studied concepts.
The basic strategy to be used in this step is the dialogue encouraged
by questions directed to the participants.
Sebrae’s
Educational
Benchmarks
4th Step - Catharsis
This step is the time on which the participant shows, on an
elaborated way, his/her understanding about the subject and how
such new knowledge is expressed in the social practice, joining
the everyday life (spontaneous knowledge) to the scientific in a
new concrete totality in though, summarizing everything he/she
has learned, according to the studied content dimensions. This
synthesis is evaluated by the educator by using different instruments
allowing an oral or written, formal or informal evaluation, on which
the participants translate everything they have learned with the
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educational solution, taking into consideration the previously defined
cognitive, attitudinal and operational competencies.
5th Step – Final social practice
This step is characterized as being the destination point of
the pedagogical process in the historical-critical perspective and
represents the transposition of the theoretical knowledge (cognitive
competencies) to its application (operational competencies). Although
the pedagogical process has been initiated also in the social practice,
the final social practice differs from the first one (initial social practice)
because the way the participants position themselves in their interior
has qualitatively changed by the pedagogical action mediation. We can
state here that both the educator and the learners have intellectually
and qualitatively changed with respect to their concepts about the
content they have reconstructed, shifting from a lower scientific
understanding stage to a higher clarity and understanding phase of
the same concept within the totality. Such qualitative change must
also include the attitude taken by the participants with respect to
the problem-situation under the point of view or their ethical and
moral behavior; finally, this must set a new consciousness level to
understand and judge the facts.
66
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Final considerations
67
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The purpose of Sebrae’s educational benchmarks is to guide
the design, development, application and evaluation process of
educational solutions allowing the different segments comprising
its target audience to construct an entrepreneurial culture and the
development of competencies which contribute for the conscious,
competitive and sustainable management of the small businesses,
on a contextualized basis within a historical time-space.
For that purpose, it establishes as the theoretical basis for
its entrepreneurial education learning processes considering the
continuous education of the human capacities and the valuing of the
personal and collective experiences. Such experiences are the result
of the social practices and serve as the basis for the construction of
more elaborated knowledge, allowing the individuals to perceive the
reality on a critical way and through different angles, guiding them
in decision making.
By developing and applying educational solutions, it is intended
to awake and foment, in the audience served by Sebrae, positive
attitudes towards the act of learning how to learn, learning how
to become, learning how to live together and learning how to do,
encouraging the conscious use of logical/rational mental processes
and the creative potential, with the development of cognitive,
attitudinal and operational competencies, as well as favoring a
collaborative and friendly environment providing learning in the
business qualification processes.
68
By making the theoretical option by the authors presented
here (Freire, Piaget, Rogers, Vygotsky and Saviani), it was intended
to decide for a pedagogical approach allowing the entrepreneurs
and business owners to acquire significant content which respond
to the challenges they need to face in their businesses, integrating
new knowledge with the one they already had. With this respect,
Sebrae understands that from the construction of a new concrete
totality through the synthesis established between the spontaneous
knowledge (everyday life) and the scientific one, such learning
individuals can, finally, return to the social practice with new action
proposals from the content they have learned. Thus, the actionreflection-action triad is never finished.
Sebrae’s
Educational
Benchmarks
69
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References
70
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Educational
Benchmarks
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PIMENTEL, A. A teoria da aprendizagem experiencial como
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Benchmarks
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Notes