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Advisor(s)
Abstract(s)
No quadro das actuais orientações de política educativa, a situação das qualificações escolares e profissionais da população activa portuguesa surge como justificação da criação de medidas para incentivar o investimento nos processos de reconhecimento validação e certificação de competências (RVCC). A rede nacional de Centros Novas Oportunidades (CNO), sob a direcção da Agência Nacional para a Qualificação, enquadra-se nesta orientação, constituindo-se como a “porta de entrada” para formações de educação e formação de adultos ou para o desenvolvimento do processo de reconhecimento, validação e certificação de competências.
Os processos de RVCC, actualmente desenvolvidos nos CNO, são frequentemente encarados nalguma literatura (programática e científica) como dispositivos com potenciais efeitos formativos para os adultos que vivem essa experiência. Em particular, associa-se aos processos de RVCC o reforço da autoestima individual e o mérito de se constituírem como um recurso fundamental para promover a integração dos adultos em novos processos de formação de carácter formal. Contudo, muitas interrogações se têm colocado a respeito das potencialidades formativas dos processos de RVCC, marcados por uma lógica que enfatiza objectivos de certificação em grande escala, em detrimento de um enfoque nas suas virtualidades formativas. É neste contexto que emerge, como questão relevante, o conhecimento das dimensões formativas dos processos de RVCC actualmente desenvolvidos em Portugal. Motivada pelo exercício da minha actividade profissional de técnica de RVCC, defini como questão central deste estudo a análise e compreensão das dimensões formativas dos processos de reconhecimento e validação de competências desenvolvidos num Centro Novas Oportunidades.
Levámos a cabo um estudo (adoptando como modo de investigação o estudo de caso), centrado no percurso formativo vivido por quatro adultos em processos de reconhecimento, validação e certificação de competências, no Centro Novas oportunidades do Centro de Formação profissional de Portalegre. O problema central consistiu na explicitação e compreensão das incidências formativas das experiências vividas pelos adultos no referido CNO.
Foi possível concluir que o processo de reconhecimento e validação de competências, pelos seus efeitos na vida pessoal, social e profissional dos adultos, constituiu uma experiência com dimensões formativas relevantes.
According to the guidance of the actual educational policy, the academic and vocational qualification of Portuguese active population appears to justify the creation of measures to increase the investment on the processes of academic and skills recognition and certification. The national “New Opportunities Centre “network, known as CNO, under the management of the national qualification agency, is part of this guidance, being the gateway to adult schooling. Nowadays this process, which is developed in the CNO, is usually portrayed in some scientific and syllabus literature as the way to achieve the goal of potential training and schooling in adult life. In particularly, the process of RVCC (recognition, validation and certification of skills) is linked to the enforcement of the adult’s selfesteem and is a fundamental resource to promote adult’s integration in new formal schooling processes. However, many questions have been risen in relation to the formative potentialities of this kind of process (RVCC), based on the logic which emphasizes the goal of massive certification instead of the focus on formative potentialities. So, in this context it’s relevant to know which are the RVCC’s formative dimensions currently developed in Portugal. Being motivated by my professional activity in this process as a RVCC’s technician, I’ve set as a central issue the analysis and study of the formative dimensions in the RVCC process developed in a CNO. So we’ve conducted a study (adopting as investigation method the case study), focused on the formative experiences of four adults during their RVCC’s processes in the CNO of the Professional Centre in Portalegre (Centro de Formação Profissional de Portalegre). The main problem has been the comprehension and explanation of the formative incidences of each adult’s experience in the CNO. It was possible to conclude that the RVCC’s process was an experience with relevant formative dimensions because of its effects on the adults’ personal, social and professional lives.
According to the guidance of the actual educational policy, the academic and vocational qualification of Portuguese active population appears to justify the creation of measures to increase the investment on the processes of academic and skills recognition and certification. The national “New Opportunities Centre “network, known as CNO, under the management of the national qualification agency, is part of this guidance, being the gateway to adult schooling. Nowadays this process, which is developed in the CNO, is usually portrayed in some scientific and syllabus literature as the way to achieve the goal of potential training and schooling in adult life. In particularly, the process of RVCC (recognition, validation and certification of skills) is linked to the enforcement of the adult’s selfesteem and is a fundamental resource to promote adult’s integration in new formal schooling processes. However, many questions have been risen in relation to the formative potentialities of this kind of process (RVCC), based on the logic which emphasizes the goal of massive certification instead of the focus on formative potentialities. So, in this context it’s relevant to know which are the RVCC’s formative dimensions currently developed in Portugal. Being motivated by my professional activity in this process as a RVCC’s technician, I’ve set as a central issue the analysis and study of the formative dimensions in the RVCC process developed in a CNO. So we’ve conducted a study (adopting as investigation method the case study), focused on the formative experiences of four adults during their RVCC’s processes in the CNO of the Professional Centre in Portalegre (Centro de Formação Profissional de Portalegre). The main problem has been the comprehension and explanation of the formative incidences of each adult’s experience in the CNO. It was possible to conclude that the RVCC’s process was an experience with relevant formative dimensions because of its effects on the adults’ personal, social and professional lives.