This doctoral research project aims to analyze the intellectual and pedagogical training in
higher education for teaching in Social Work in the context of the pedagogy of
competences. Postgraduate training for teaching in higher education has a set of elements
that contribute to this process being guided by a critical perspective that involves the
theoretical-methodological foundations of the profession and the didactic-pedagogical
foundations of education. These foundations contribute to the construction of the teaching
profile and also to the clash with the educational project proposed by capital. Thus, our
object of research is the intellectual and pedagogical training in higher education for
teaching in Social Work. We opted for qualitative research, as the study of teaching and
pedagogical skills requires depth in terms of reflections and theoretical elaborations on
the texts and reports already produced on higher education and the skills needed by
teachers and students. As for research techniques, we will use documentary research that
encompasses the pedagogical project of the Postgraduate Program in Social Work at the
Federal University of Rio Grande do Norte, and bibliographic research to gather materials
related to professional training for teaching in higher education and construct a critique
of the “pedagogy of skills”. In this sense, carrying out this research will make it possible
to better understand the professional training process for teaching in Social Work,
encompassing the elements that contribute to the construction of critical knowledge
concerning the limits and contradictions that permeate the teaching-learning process for
teaching work in this context of “pedagogy of skills”.