Orientador(es)
Resumo(s)
Os desafios da globalização, a evolução das políticas sociais e educativas, que acompanham a construção europeia e o seu reposicionamento, têm colaborado decisivamente para a transformação dos sistemas educativos, na medida em que os confrontam com novos desafios e complexificando consequentemente as questões existentes. Estas problemáticas têm dado origem à procura de novas respostas (Pires, 2002).
Através da valorização das competências profissionais da população, adquiridas em contextos não-formais e informais, durante as suas trajetórias pessoais, sociais e profissionais, o referido processo tem como objetivo contribuir para o aumento dos níveis de qualificação da população, bem como oferecer uma nova oportunidade de formação para aqueles que não concluíram ou abandonaram prematuramente a formação nos sistemas de educação formal (Pires, 2002).
A presente investigação pretende retratar uma realidade específica no âmbito dos sistemas de Educação e Formação de Adultos, mais especificamente, compreender de que forma se organizam os processos de reconhecimento, validação e certificação de competências profissionais na área do Serviço de Apoio a Crianças e Jovens e de que forma o referencial de competências profissionais deste processo está adequado ao desempenho desta função. Para o efeito privilegiou-se a metodologia qualitativa, que conta com a participação dos intervenientes no processo em questão e valoriza os discursos dos mesmos, bem como observações da atividade e análise documental.
A partir deste estudo, tornou-se claro, por um lado, a necessidade de (re) adaptação dos referenciais de competências profissionais da área de Serviço de Apoio a Crianças e Jovens ao desempenho da função e consequentemente, dos instrumentos utilizados para os processos de reconhecimento, validação e certificação de competências profissionais. Por outro lado, evidenciaram-se as potencialidades deste processo para as adultas no que concerne a autorrealização, confiança e incentivo para a aprendizagem e qualificação ao longo da vida.
Globalization challenges and the development of social and educational policies, which follow from the European construction and its repositioning, have definitely added to the transformation of education systems. These new circumstances lead the educational systems to be confronted with new challenges and to cope with the increasing complexity of the already existing issues. These problems have lead to finding new answers (Pires, 2002). Throughout the enhancement of the population’s professional skills, acquired in non-formal and informal contexts, during their personal, social and professional paths, the main purpose of the above mentioned process is to contribute to the increase of qualification levels of the population, as well as to offer a new training opportunity for those who have not completed or have prematurely abandoned schooling in the formal education systems. The current research aims at portraying a specific reality within systems of Education and Adult Training, more specifically to understand in what way the processes of recognition, validation and certification of competences are organised in the area of Service for Children and Youth; and to assess to what extent the list of professional competences of this process are adequate to perform this function. Bearing this purpose in mind, we focused on a qualitative methodology, which features the contribution of the participants while undergoing the process and which stresses their verbal skills, and observation of activities and documental analysis as well. According to the survey, it became clear, on the one hand, the need to (re) adjust the list of professional competences in the area of Service for Children and Youth in order to perform the function, and consequently, the tools used for the processes of recognition, validation and certification of skills. On the other hand, we point out all the potential of the process for adults, in what relates to their self-accomplishment, confidence and incitement for learning and qualification throughout life.
Globalization challenges and the development of social and educational policies, which follow from the European construction and its repositioning, have definitely added to the transformation of education systems. These new circumstances lead the educational systems to be confronted with new challenges and to cope with the increasing complexity of the already existing issues. These problems have lead to finding new answers (Pires, 2002). Throughout the enhancement of the population’s professional skills, acquired in non-formal and informal contexts, during their personal, social and professional paths, the main purpose of the above mentioned process is to contribute to the increase of qualification levels of the population, as well as to offer a new training opportunity for those who have not completed or have prematurely abandoned schooling in the formal education systems. The current research aims at portraying a specific reality within systems of Education and Adult Training, more specifically to understand in what way the processes of recognition, validation and certification of competences are organised in the area of Service for Children and Youth; and to assess to what extent the list of professional competences of this process are adequate to perform this function. Bearing this purpose in mind, we focused on a qualitative methodology, which features the contribution of the participants while undergoing the process and which stresses their verbal skills, and observation of activities and documental analysis as well. According to the survey, it became clear, on the one hand, the need to (re) adjust the list of professional competences in the area of Service for Children and Youth in order to perform the function, and consequently, the tools used for the processes of recognition, validation and certification of skills. On the other hand, we point out all the potential of the process for adults, in what relates to their self-accomplishment, confidence and incitement for learning and qualification throughout life.
Descrição
Palavras-chave
Certificação de competências profissionais Referencial de competências profissionais Serviço de Apoio a Crianças e Jovens Certification of professional competences List of professional competences Support Service for Children and Youth