CURRÍCULO POR COMPETÊNCIA COMO FORMA DE INSTIGAR A AUTONOMIA DISCENTE

Abstract

The curriculum must be constructed with the purpose of going beyond the transmission of content by incorporating a dynamic perspective that recognizes education as a catalytic process of change. The general objective of the text is to investigate how the principles of the competency-based curriculum are evidenced in the Pedagogical Project of the Course (PPC) of Architecture and Urbanism of the Universidade Regional do Noroeste of the State of Rio Grande do Sul (Unijuí). Methodologically, the investigation is structured through exploratory documentary research when considering the interpretation of data through categorical content analysis consisting of three categories, namely: student-centered learning; content integration and problem-based learning. As a result, it is clear that a dynamic education requires a flexible and adaptable approach that values the active participation of students and is in accordance with the needs and desires of society in the globalized world. From this perspective, it is noted that the competency-based curriculum should promote a more engaging, meaningful and relevant teaching and learning environment for students. The competency-based curriculum should encourage students to develop essential intellectual skills such as critical thinking, reflective analysis and problem solving, and also encourage learning to think, explore and better understand the world around them.