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Competências digitais dos candidatos em processo de RVCC profissional : desafios e estratégias na perspetiva dos formadores da qualificação de técnico/a auxiliar de saúde
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O presente trabalho de dissertação, desenvolvido no âmbito do Mestrado em Educação e Formação – Especialidade em E-Learning e Formação a Distância, tem como tema “Competências Digitais dos Candidatos em Processo de RVCC Profissional: Desafios e Estratégias na Perspetiva dos Formadores da Qualificação de Técnico/a Auxiliar de Saúde” e procurou compreender de que forma os formadores percecionam as competências digitais dos candidatos em processo, desenvolvido em contexto parcial e/ou totalmente a distância, bem como identificar as estratégias que mobilizam para apoiar o desenvolvimento dessas competências no âmbito do Reconhecimento, Validação e Certificação de Competências (RVCC). A investigação partiu da contextualização das políticas públicas de Educação e Formação de Adultos em Portugal e do enquadramento dos processos de RVCC. O enquadramento teórico apoiou-se numa revisão da literatura articulada em duas vertentes, quer integrando a análise de contributos conceptuais sobre os conceitos de “competência” e “competência digital” e uma revisão sistemática orientada pelo modelo PRISMA. A metodologia adotada, de natureza qualitativa e caráter exploratório, baseou-se em entrevistas estruturadas a seis formadores da qualificação de Técnico/a Auxiliar de Saúde. A análise dos dados, mobilizando o quadro teórico de análise de conteúdo proposto por Bardin, e os resultados obtidos evidenciam a importância de criar momentos prévios de diagnóstico e microcapacitação digital, de uniformizar as plataformas de e-learning utilizadas e de reforçar a formação contínua dos formadores. Conclui-se que as perceções dos formadores influenciam diretamente as suas práticas pedagógicas e organizacionais, condicionando o modo como equilibram apoio, reconhecimento e mediação digital nos processos de reconhecimento de competências. Reconhecem-se, contudo, limitações associadas à reduzida dimensão da amostra e à natureza exploratória da investigação, recomendando-se a realização de investigações futuras que aprofundem a análise em diferentes qualificações e contextos institucionais.
This dissertation, developed within the Master’s Degree in Education and Training – Specialisation in E-Learning and Distance Education, addresses the theme “Digital Competences of Candidates in the Professional RVCC Process: Challenges and Strategies from the Perspective of Trainers in the Health Care Assistant Qualification”. It sought to understand how trainers perceive the digital competences of candidates throughout the process, conducted in partially and/or fully online contexts, as well as to identify the strategies they mobilise to support the development of these competences within the scope of the Recognition, Validation and Certification of Competences (RVCC). The research began with the contextualisation of public policies on Adult Education and Training in Portugal and the conceptual framing of RVCC processes. The theoretical framework was supported by a literature review articulated on two levels, integrating the analysis of conceptual contributions on the notions of “competence” and “digital competence”, and a systematic review guided by the PRISMA model. The methodology adopted, qualitative in nature and exploratory in character, was based on structured interviews with six trainers from the Health Care Assistant qualification. Data analysis, drawing on Bardin’s theoretical framework of content analysis, and the results obtained highlight the importance of introducing preliminary stages of diagnosis and micro-digital training, standardising the e-learning platforms used, and strengthening the continuous professional development of trainers. The study concludes that trainers’ perceptions directly influence their pedagogical and organisational practices, shaping the ways in which they balance support, recognition and digital mediation within competence recognition processes. The study recognises limitations related to the small sample size and the exploratory nature of the research, and recommends future studies that deepen the analysis across different qualifications and institutional contexts.
This dissertation, developed within the Master’s Degree in Education and Training – Specialisation in E-Learning and Distance Education, addresses the theme “Digital Competences of Candidates in the Professional RVCC Process: Challenges and Strategies from the Perspective of Trainers in the Health Care Assistant Qualification”. It sought to understand how trainers perceive the digital competences of candidates throughout the process, conducted in partially and/or fully online contexts, as well as to identify the strategies they mobilise to support the development of these competences within the scope of the Recognition, Validation and Certification of Competences (RVCC). The research began with the contextualisation of public policies on Adult Education and Training in Portugal and the conceptual framing of RVCC processes. The theoretical framework was supported by a literature review articulated on two levels, integrating the analysis of conceptual contributions on the notions of “competence” and “digital competence”, and a systematic review guided by the PRISMA model. The methodology adopted, qualitative in nature and exploratory in character, was based on structured interviews with six trainers from the Health Care Assistant qualification. Data analysis, drawing on Bardin’s theoretical framework of content analysis, and the results obtained highlight the importance of introducing preliminary stages of diagnosis and micro-digital training, standardising the e-learning platforms used, and strengthening the continuous professional development of trainers. The study concludes that trainers’ perceptions directly influence their pedagogical and organisational practices, shaping the ways in which they balance support, recognition and digital mediation within competence recognition processes. The study recognises limitations related to the small sample size and the exploratory nature of the research, and recommends future studies that deepen the analysis across different qualifications and institutional contexts.
Descrição
Dissertação de mestrado, Educação e Formação (Área de Especialidade em E-Learning e Formação a Distância), 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
competências digitais Educação de adultos - Portugal Formação de adultos - Portugal Formadores Dissertações de mestrado - 2025