A carregar...
Publicação
O referencial de competências-chave de nível secundário no reconhecimento de adquiridos experienciais : sentido e pertinência
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.26 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Decorrente do Mestrado em Ciências da Educação, área de
especialização em Formação de Adultos, foi elaborado o presente documento
que pretende mostrar, através de uma análise crítica e reflexiva ao Referencial
de Competências-chave de nível secundário, área de Cultura, Língua e
Comunicação (CLC), o sentido e pertinência deste no processo de adquiridos
experienciais, assim como algumas singularidades e complexidades inerentes
ao processo de Reconhecimento, Validação e Certificação de Competências
(RVCC).
Neste sentido foram apresentados um conjunto de elementos
conceptuais ligados à educação e formação de adultos que permitem
compreender e enquadrar a importância actual do reconhecimento de
adquiridos experienciais.
Através de uma reflexão pessoal sobre o percurso profissional, sempre
ligado à educação de adultos, no Ensino Secundário Recorrente e agora no
processo de RVCC, e partindo de uma abordagem inspirada no método
biográfico, compreendeu-se melhor o processo de formação enquanto
professor e formador e interiorizou-se eficazmente diferentes modalidades de
educação e formação de adultos. Para além disso, a realização da narrativa
biográfica proporcionou uma melhor compreensão de uma metodologia
utilizada com os adultos nas práticas de adquiridos experienciais.
Verificou-se, através da análise documental de processos de adultos
certificados no processo RVCC de nível secundário, do qual resultou a
construção de duas grelhas com um conjunto de informações passíveis de
confrontação com o Referencial de Competências-chave da área de Cultura,
Língua e Comunicação (CLC), um conjunto de potencialidades e fragilidades,
que, no meu entender, o referencial citado apresenta. Nesse sentido
apresentam-se algumas propostas, sustentadas teoricamente, que pretendem
melhorar o referencial e, consequentemente, todo o processo de RVCC.
The present dissertation was written resulting from the Master’s degree in Education, specialization in Adult Education. This document intends to show through a critical and reflexive analysis of the Key-competences referential, Culture, Language and Communication Area, the meaning and relevance of this guide in the life-long acquired competences/experiences, as well as some complexities and peculiarities inherent to the recognition, validation and certification of competences process. In this regard were presented a set of conceptual elements related to adult education and training, that allows to understand and frame the actual importance of recognizing life-long acquired competences/experiences. During a reflection over my professional trajectory, always connected with adult education and training through the recurrent secondary level and recently through RVCC process, starting from an approach inspired by the biographical method, it was better understood the training process as a teacher and as a trainer and were effectively internalized different forms of adult education and training. In addition, making a biographical narrative offered a better understanding of a methodology used with adults based on life-long acquired competences/experiences. It was verified, throughout the documental analysis of adults processes certificated by RVCC secondary level process, which resulted in the creation of two grids with a set of information that can be confronted with the keycompetences referential, Culture, Language and Communication Area, a set of potentials and weaknesses, which in my point of view, the cited referential shows. In this sense, there are presented some proposals, theoretically supported, that seek to improve the same guide and therefore the whole RVCC process.
The present dissertation was written resulting from the Master’s degree in Education, specialization in Adult Education. This document intends to show through a critical and reflexive analysis of the Key-competences referential, Culture, Language and Communication Area, the meaning and relevance of this guide in the life-long acquired competences/experiences, as well as some complexities and peculiarities inherent to the recognition, validation and certification of competences process. In this regard were presented a set of conceptual elements related to adult education and training, that allows to understand and frame the actual importance of recognizing life-long acquired competences/experiences. During a reflection over my professional trajectory, always connected with adult education and training through the recurrent secondary level and recently through RVCC process, starting from an approach inspired by the biographical method, it was better understood the training process as a teacher and as a trainer and were effectively internalized different forms of adult education and training. In addition, making a biographical narrative offered a better understanding of a methodology used with adults based on life-long acquired competences/experiences. It was verified, throughout the documental analysis of adults processes certificated by RVCC secondary level process, which resulted in the creation of two grids with a set of information that can be confronted with the keycompetences referential, Culture, Language and Communication Area, a set of potentials and weaknesses, which in my point of view, the cited referential shows. In this sense, there are presented some proposals, theoretically supported, that seek to improve the same guide and therefore the whole RVCC process.
Descrição
Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2011
Palavras-chave
Formação de adultos - Portugal Validação de competências Competências-chave Trabalhos de projecto de mestrado - 2011