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Desafios de uma vida: alterações ocorridas na vida dos adultos que se qualificaram através do processo de reconhecimento, validação e certificação de competências (RVCC)
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Abstract(s)
Em Portugal, os processos de Reconhecimento, Validação e Certificação de
Competências (RVCC) têm sido alvo de diversas alterações. Foram introduzidos no
sistema educativo português pela Iniciativa Novas Oportunidades, continuaram nos
Centros para a Qualificação e o Ensino Profissional e são utilizados nos atuais Centros
Qualifica. Ao longo da sua vigência foram reformulados procedimentos, etapas e equipas
de intervenção. Contudo o foco manteve-se: reconhecer, validar e certificar adultos com
base na sua experiência de vida. O processo RVCC distingue-se dos demais percursos
formativos destinados a adultos, dada a particularidade de permitir aumentar a
qualificação escolar sem implicar a aquisição de novos conhecimentos no decorrer do
percurso de qualificação, dado que são validadas e certificadas as aprendizagens
realizadas ao longo da vida, adquiridas em diversos contextos e dimensões da vida dos
formandos. A problemática deste estudo é identificar e compreender as mudanças
ocorridas na vida dos adultos que se qualificaram através do processo RVCC. No sentido
de compreendermos a realidade que nos propusemos estudar, recorremos a uma
metodologia qualitativa, o estudo de caso, na variante multicaso. Através da realização
de entrevistas semiestruturadas realizadas a adultos que se qualificaram por esta via, foi
possível identificar as alterações ocorridas nas suas vidas e conhecer o que mudou na
dimensão pessoal, profissional e social dos adultos que se qualificaram através do
processo. Os resultados obtidos nesta investigação permitem-nos concluir que a
metodologia adotada pelo processo RVCC, baseada nas histórias de vida dos formandos,
em conjugação com o acompanhamento técnico dos educadores intervenientes,
contribuíram para o desenvolvimento pessoal e profissional e para o exercício de
cidadania ativa dos adultos que concluíram o percurso de qualificação. Esta análise
evidencia a potencialidade das metodologias biográficas utilizadas no processo RVCC,
no desenvolvimento das capacidades individuais, no investimento na aprendizagem ao
longo da vida, e no estímulo à mudança. Analisa-se, ainda, o processo RVCC, enquanto
percurso de qualificação viável ao quotidiano exigente e flexível, e que permite responder
às exigências das dimensões pessoal, familiar e profissional dos adultos com baixos níveis
de qualificação
The RVCC process has been subject to several changes. The “Novas Oportunidades” initiative introduced this process to the Portuguese educational system and later through the “Centros para a Qualificação e o Ensino Profissional”, as well as the still ongoing “Centros Qualifica”. Throughout its lifespan procedures have been revised, as well as the stages of intervention and the teams who do so. Its focus remains to recognize, validate, and certify adults based on their life experience. The RVCC process sets itself apart from the remaining educational options aimed for adults, distinguishing itself by allowing academic qualification without the acquisition of new skills during its process, relying on the validation and certification of the learnings acquired by the student throughout their life experience, different contexts and dimensions. The main query of this study is to identify and understand what changes these adults had in their lives after the qualification process through RVCC. To understand the reality we have set out to study, we used a qualitative methodology, case study in the variant multi-case. Throughout the execution of semi-structured interviews to adults that have received certification though the RVCC process, it was possible to identify what has changed in these subjects’ lives, on a personal, professional, and social level. The results observed during this investigation allow us to conclude that the methodology adopted by the RVCC process, based on real life stories, paired with the technical mentorship of the intervening educators, have contributed to the professional and personal development, as well as in the practice of an active citizenship, for the adults who have successfully undergone this process. This study highlights the potential that a biographical methodology, used in the RVCC process, can have in the development of individual skills, in learning investment and as a stimulus to change. The RVCC process itself is also scrutinized as a viable qualification option in a demanding and flexible everyday life, corresponding to the demands of the lives of these adults with lower qualifications.
The RVCC process has been subject to several changes. The “Novas Oportunidades” initiative introduced this process to the Portuguese educational system and later through the “Centros para a Qualificação e o Ensino Profissional”, as well as the still ongoing “Centros Qualifica”. Throughout its lifespan procedures have been revised, as well as the stages of intervention and the teams who do so. Its focus remains to recognize, validate, and certify adults based on their life experience. The RVCC process sets itself apart from the remaining educational options aimed for adults, distinguishing itself by allowing academic qualification without the acquisition of new skills during its process, relying on the validation and certification of the learnings acquired by the student throughout their life experience, different contexts and dimensions. The main query of this study is to identify and understand what changes these adults had in their lives after the qualification process through RVCC. To understand the reality we have set out to study, we used a qualitative methodology, case study in the variant multi-case. Throughout the execution of semi-structured interviews to adults that have received certification though the RVCC process, it was possible to identify what has changed in these subjects’ lives, on a personal, professional, and social level. The results observed during this investigation allow us to conclude that the methodology adopted by the RVCC process, based on real life stories, paired with the technical mentorship of the intervening educators, have contributed to the professional and personal development, as well as in the practice of an active citizenship, for the adults who have successfully undergone this process. This study highlights the potential that a biographical methodology, used in the RVCC process, can have in the development of individual skills, in learning investment and as a stimulus to change. The RVCC process itself is also scrutinized as a viable qualification option in a demanding and flexible everyday life, corresponding to the demands of the lives of these adults with lower qualifications.
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Keywords
Educação e formação de adultos Processo de reconhecimento Validação e certificação de competências Aprendizagem ao longo da vida