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Balanço de competências : uma realidade invisível ou uma tardia descoberta
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Orientador(es)
Resumo(s)
A educação de adultos em Portugal tem, desde sempre, sido alvo de inúmeras
mudanças e, como não podia deixar de ser encontramo-nos atualmente numa época de
profundas transformações nessa área. Torna-se por isso importante refletir acerca da
nossa prática e repensar o futuro. Desta forma, e sem virar costas ao passado, importa
rever as metodologias aplicadas e (re)introduzir novas formas de trabalhar que nos
conduzam a uma educação cada vez mais justa e individual.
É neste sentido que nos propomos repensar a metodologia do Processo de
Reconhecimento, Validação e Certificação de Competências na Escola Secundária de
Silves, partindo da experiência individual enquanto formadora de adultos, do percurso
que foi feito, das aprendizagens efetuadas e da experiência coletiva dos técnicos e
formadores do Centro em questão. Este trabalho dá especial ênfase, tal como o título
indica, à prática de balanço de competências nesse Centro e aponta os pontos fracos e de
melhoria dessa metodologia.
Desta forma este relatório assenta no conhecimento teórico sobre a educação de
adultos (capítulo II) na análise e reflexão as práticas profissionais concretas (capítulos I
e III), dando particular atenção à articulação entre esses dois campos.
Adult education in Portugal, as always, has been the target of numerous changes and we currently find ourselves in a time of profound changes in this area. It is therefore important to reflect on our practice and rethink the future. Thus, and without turning our back to the past, it is important to review the methodologies and (re)introduce new ways of working that will lead us to a fairer and increasingly individual focused education. This is why we propose to rethink the methodology of Skills Recognition Process in Secondary School of Silves, based on the individual experience as a trainer of adults, on the path that was taken, the learning that was made and on the collective experience of all the trainers of the Center in question. In this paper a special emphasis is given, as the title indicates, to the practice of balance skills in this Center and points out the weaknesses and improvement points to this methodology. Thus this report is based on theoretical concepts (Chapter II) and concrete practices (Chapters I and II) and it gives particular attention to the relationship between these two areas.
Adult education in Portugal, as always, has been the target of numerous changes and we currently find ourselves in a time of profound changes in this area. It is therefore important to reflect on our practice and rethink the future. Thus, and without turning our back to the past, it is important to review the methodologies and (re)introduce new ways of working that will lead us to a fairer and increasingly individual focused education. This is why we propose to rethink the methodology of Skills Recognition Process in Secondary School of Silves, based on the individual experience as a trainer of adults, on the path that was taken, the learning that was made and on the collective experience of all the trainers of the Center in question. In this paper a special emphasis is given, as the title indicates, to the practice of balance skills in this Center and points out the weaknesses and improvement points to this methodology. Thus this report is based on theoretical concepts (Chapter II) and concrete practices (Chapters I and II) and it gives particular attention to the relationship between these two areas.
Descrição
Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2012
Palavras-chave
Formação de adultos - Portugal Processo de RVCC (Reconhecimento, Validação e Certificação de Competências) Trabalhos de projecto de mestrado - 2012