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Abandono, permanĂȘncia e aprendizagem no processo de RVCC : estudo de caso
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Advisor(s)
Abstract(s)
A importĂąncia da aprendizagem ao longo da vida ganhou a sua notoriedade no
século XX, através de vårias publicaçÔes da Comissão das Comunidades Europeias, tais
como o Livro Branco (1995) e o Memorando sobre a Aprendizagem ao longo da vida
(2000). O livro Educação - um Tesouro a Descobrir (1996) da Comissão Internacional
sobre educação para o século XXI, coordenado por Jacques Delors, é também um
contributo importante para este tema.
O Processo de Reconhecimento, Validação e Certificação de CompetĂȘncias
(2001) surge no nosso paĂs, assente numa perspetiva de aprendizagem ao longo da vida,
que integra educação e formação, preconizando a importùncia das aprendizagens
formais, nĂŁo-formais e informais (Portaria n.Âș1082-A/2001 de 5 de Setembro).
A presente investigação teve como objetivo estudar um grupo de adultos do
Processo de Reconhecimento, Validação e Certificação de CompetĂȘncias (RVCC).
Propusemo-nos, entĂŁo, compreender qual a importĂąncia da obtenção do 12.Âș ano de
escolaridade, quais os fatores que influenciam a permanĂȘncia ou o retorno ao Processo
de RVCC, como estes adultos identificam e encaram a aprendizagem, e qual o grau de
elaboração das suas crenças epistemológicas. Foram feitas entrevistas semi-diretivas e
aplicada a Escala de Autoaprendizagem (EAA, Lima Santos & Faria, 1998) e o
Questionårio Epistemológico de Schommer (QEES, adaptação de Gonçalves, 2002). A
anĂĄlise dos dados foi feita atravĂ©s da anĂĄlise de conteĂșdo aos protocolos das entrevistas,
conjuntamente com os dados dos questionĂĄrios e com os artefactos recolhidos.
Os resultados obtidos evidenciam a importĂąncia da conclusĂŁo do Processo de
RVCC na valorização pessoal e no reconhecimento das competĂȘncias dos participantes,
daĂ serem mencionados fatores de permanĂȘncia como a persistĂȘncia, o apoio da equipa
tĂ©cnico-pedagĂłgica e a conclusĂŁo do 12.Âș ano de escolaridade. Considerando quatro dos
participantes entrevistados, a aprendizagem Ă© encarada como uma oportunidade para a
obtenção de novos conhecimentos, e o Processo RVCC visto como fundamental para a
aquisição desses novos conhecimentos, por trĂȘs participantes.
The importance of Lifelong Learning achieved its notability on the 20th century, as confirmed by several publications of the European Communities Commission, such as the White Book (1995), the Memorandum on Lifelong Learning (2000). Also the book Education - a treasure to discover (1996) published by the International Commission on education for the 21st century (coordinated by Jacques Delors) is also an important contribution to this matter. The Process of Recognition, Validation and Certification of Competences appears in our country as a fundamental mark on Lifelong Learning, which includes education and training, giving emphasis on the importance of formal, non-formal and informal learning. The aim of this investigation consists on studying a group of adults of the Process of Recognition, Validation and Certification of Competences. Therefore, our purpose was to understand: the importance of achieving the 12th year; the factors that influence the permanence or the returning to the RVCC Process; the way how they identify and face the learning process; and the level of their Epistemological beliefs. There were made semi-directive interviews and it was applied the Self-Learning Scale (EAA, Lima Santos & Faria, 1998) and Schommerâs Epistemological Questionnaire (SEQ, adapted from Gonçalves, 2002), The data analysis was made through an analysis of content on the interviewsâ protocols, aside with the questionnairesâ data and the participantsâ processes. The results show the importance of the conclusion of the RVCC Process on the personal valorization and on the recognition of the adultsâ skills, thus being mentioned several factors of permanence such as persistence, the support of the pedagogical team and the conclusion of the 12th year. Considering four participants who were interviewed, the learning process is seen as an opportunity to achieve new knowledge, and the RVCC process is understood as fundamental to acquire that knowledge for three participants.
The importance of Lifelong Learning achieved its notability on the 20th century, as confirmed by several publications of the European Communities Commission, such as the White Book (1995), the Memorandum on Lifelong Learning (2000). Also the book Education - a treasure to discover (1996) published by the International Commission on education for the 21st century (coordinated by Jacques Delors) is also an important contribution to this matter. The Process of Recognition, Validation and Certification of Competences appears in our country as a fundamental mark on Lifelong Learning, which includes education and training, giving emphasis on the importance of formal, non-formal and informal learning. The aim of this investigation consists on studying a group of adults of the Process of Recognition, Validation and Certification of Competences. Therefore, our purpose was to understand: the importance of achieving the 12th year; the factors that influence the permanence or the returning to the RVCC Process; the way how they identify and face the learning process; and the level of their Epistemological beliefs. There were made semi-directive interviews and it was applied the Self-Learning Scale (EAA, Lima Santos & Faria, 1998) and Schommerâs Epistemological Questionnaire (SEQ, adapted from Gonçalves, 2002), The data analysis was made through an analysis of content on the interviewsâ protocols, aside with the questionnairesâ data and the participantsâ processes. The results show the importance of the conclusion of the RVCC Process on the personal valorization and on the recognition of the adultsâ skills, thus being mentioned several factors of permanence such as persistence, the support of the pedagogical team and the conclusion of the 12th year. Considering four participants who were interviewed, the learning process is seen as an opportunity to achieve new knowledge, and the RVCC process is understood as fundamental to acquire that knowledge for three participants.
Description
Tese de mestrado, Psicologia (Secção de Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2012
Keywords
Processo de RVCC (Reconhecimento, Validação e Certificação de CompetĂȘncias ) Aprendizagem ao longo da vida Auto-aprendizagem Teses de mestrado - 2012