| Resumo: | The definition of teaching competence carries social, political and cultural weights thatoften go against some educational concepts, and for this reason the term “teaching competence” is stillvery much discussed. The current relevance of this discussion can be revealed by observing how Brazilianpublic policies use the term as a cornerstone for primary education teacher training guidelines, without amore comprehensive public consultation. Therefore, this article intends to present the Results of aSystematic Literary review, searching for visions, definitions and conceptions, extending its discussiondemocratically and presenting a reconstruction of that same concept, specifically directed to the teaching profession. Researches on articles, dissertations and theses were carried out from national andinternational databases, which were analyzed under two aspects: first, a critical analysis, looking for theseveral angles, agreements and disagreements, as well as presenting categorizations of competences thatorganize and bring a practical and focused approach to the teaching profession. Second, a text corpusanalysis with the use of the Iramuteq software, recognizing that words such as Knowledge, Skills,Attitudes, Capacity, Resource, Experience and Action, among others, in the field of the analyzedconceptions, are related to the investigated concept. Finally, a suggestion for consolidating andreconstructing the concept of teaching competence is presented.
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