Recognition of knowledge: A study on the state of the art

Detalhes bibliográficos
Autor(a) principal: De Lima Ramos, Elenita Eliete
Data de Publicação: 2018
Outros Autores: Mattos, Miriam de Cassia do Carmo Mascarenhas
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/10853
Resumo: The text is the result of the continuation of studies on "Recognition of Knowledge" initiated by the authors at the Federal Institute of Santa Catarina (IFSC) in 2014. This research emerged from the need for theoretical background on the subject. The objective of this study was to outline the state of the art of recognition of knowledge through a mapping of articles, theses and dissertations that deal with the theme. The scope of the research consisted of eight articles, four dissertations and one thesis, totaling thirteen documents, produced from 2006 to 2016. In the analysis of the documents, it can be seen that the policies of professional certification and recognition of knowledge have gained prominence from the initiatives for the development and certification of skills in European countries. It can be seen that the implemented training and professional certification policies are for the most part strongly oriented towards "competence theory" and "labor market needs," to the detriment of a comprehensive conception of education. It was concluded that the implementation of recognition of knowledge devices does not happen without tensions and carries contradictions that reflect the perspectives of the different groups that make up society, triggering disputes involving important political-epistemological issues. If, on the one hand, the evaluation of competences is strengthened, based on the presuppositions of the theory of human capital, strongly focused on a conception of education for the labor market, then on the other hand, those that take these policies as a mechanism of social justice, focused on meeting the historical demands of social movements with a right to education, are strengthened as well.
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spelling Recognition of knowledge: A study on the state of the artReconocimiento de saberes: Un estudio sobre el estado del arteReconhecimento de saberes: um estudo sobre o estado da arteRecognition of knowledgeValidation of knowledgeIFSC-FlorianópolisCERTIFICProfessional certificationReconocimiento de saberesValidación de saberesIFSC-FlorianópolisCERTIFICCertificación profesionalReconhecimento de saberesValidação de saberesIFSC-FlorianópolisCERTIFICCertificação profissionalThe text is the result of the continuation of studies on "Recognition of Knowledge" initiated by the authors at the Federal Institute of Santa Catarina (IFSC) in 2014. This research emerged from the need for theoretical background on the subject. The objective of this study was to outline the state of the art of recognition of knowledge through a mapping of articles, theses and dissertations that deal with the theme. The scope of the research consisted of eight articles, four dissertations and one thesis, totaling thirteen documents, produced from 2006 to 2016. In the analysis of the documents, it can be seen that the policies of professional certification and recognition of knowledge have gained prominence from the initiatives for the development and certification of skills in European countries. It can be seen that the implemented training and professional certification policies are for the most part strongly oriented towards "competence theory" and "labor market needs," to the detriment of a comprehensive conception of education. It was concluded that the implementation of recognition of knowledge devices does not happen without tensions and carries contradictions that reflect the perspectives of the different groups that make up society, triggering disputes involving important political-epistemological issues. If, on the one hand, the evaluation of competences is strengthened, based on the presuppositions of the theory of human capital, strongly focused on a conception of education for the labor market, then on the other hand, those that take these policies as a mechanism of social justice, focused on meeting the historical demands of social movements with a right to education, are strengthened as well.El texto es el resultado de la continuidad de estudios sobre "Reconocimiento de Saberes" iniciado por las autoras en el Instituto Federal de Santa Catarina (IFSC), en 2014. La investigación surgió de la constatación de la necesidad de una mayor profundización teórica sobre el tema. El trabajo tuvo por objetivo demarcar el delineamiento del estado del arte del reconocimiento de saberes mediante un sondeo de artículos, tesis y disertaciones que abarcan la temática. El universo de la investigación está constituido por 8 artículos, 4 disertaciones y una tesis, totalizando 13 documentos, producidos de 2006 a 2016. Mediante el análisis de los documentos se puede constatar que las políticas de certificación profesional y de reconocimiento de saberes ganaron destaque a partir de las iniciativas para el desarrollo y la certificación de competencias en los países europeos. También se constata que las políticas implementadas de formación y certificación profesional son, en su gran mayoría, fuertemente orientadas por la "teoría de las competencias" y por las "necesidades del mercado de trabajo", en una concepción integral de educación. Al final de la investigación fue posible constatar que la implementación de dispositivos de reconocimiento de saberes no se da sin tensiones y que abarca las contradicciones que reflejan las perspectivas de los distintos grupos que componen la sociedad, desencadenando disputas que engloban cuestiones políticoepistemológicas importantes. Si por un lado se fortalece la evaluación por competencias, respaldada en fundamentos de la teoría del capital humano, fuertemente volcados hacia una concepción de la educación para el mercado de trabajo, por otro lado, se fortalecen, también, aquellos que toman esas políticas como un mecanismo de justicia social, orientadas hacia la atención de las demandas históricas de movimientos sociales de derecho a la educación.O texto é o resultado de estudos sobre “Reconhecimento de Saberes” iniciado pelas autoras no Instituto Federal de Santa Catarina (IFSC), em 2014. Tal pesquisa surgiu da constatação da necessidade de um maior aprofundamento teórico sobre tema. O trabalho teve por objetivo traçar o delineamento do estado da arte do reconhecimento de saberes por meio de um mapeamento de artigos, teses e dissertações que abordam o tema. O universo de pesquisa ficou constituído de 8 artigos, 4 dissertações e uma tese, totalizando 13 documentos, produzidos de 2006 a 2016. Na análise dos documentos pode-se constatar que as políticas de certificação profissional e de reconhecimento de saberes ganharam destaque a partir das iniciativas para desenvolvimento e certificação de competências nos países europeus. Percebeu-se que as políticas implementadas de formação e certificação profissional são, em sua maioria, fortemente orientadas pela “teoria das competências” e pelas "necessidades do mercado de trabalho", em detrimento de uma concepção integral de educação. Concluiu-se que a implementação de dispositivos de reconhecimento de saberes não se dá sem tensões e comporta contradições que refletem as perspectivas dos grupos distintos que compõem a sociedade, desencadeando disputas que envolvem questões político-epistemológicas importantes. Se por um lado se fortalece a avaliação por competências, apoiada nos pressupostos da teoria do capital humano, fortemente voltado para uma concepção da educação para o mercado de trabalho, por outro, fortalecem-se, também, aqueles que tomam essas políticas como um mecanismo de justiça social, voltado para o atendimento das demandas históricas de movimentos sociais de direito à educação.Faculdade de Ciências e Letras/Unesp2018-10-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/xmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1085310.21723/riaee.unesp.v13.n4.out/dez.2018.10853Revista Iberoamericana de Estudios en Educación; v.13, n.4, out./dez. (2018); 1711-1725Revista Ibero-Americana de Estudos em Educação; v.13, n.4, out./dez. (2018); 1711-17251982-55872446-860610.21723/riaee.unesp.v13.n4.out/dez.2018reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspahttps://periodicos.fclar.unesp.br/iberoamericana/article/view/10853/7684https://periodicos.fclar.unesp.br/iberoamericana/article/view/10853/7685https://periodicos.fclar.unesp.br/iberoamericana/article/view/10853/7753Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessDe Lima Ramos, Elenita ElieteMattos, Miriam de Cassia do Carmo Mascarenhas2018-11-17T02:05:28Zoai:ojs.pkp.sfu.ca:article/10853Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2018-11-17T02:05:28Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Recognition of knowledge: A study on the state of the art
Reconocimiento de saberes: Un estudio sobre el estado del arte
Reconhecimento de saberes: um estudo sobre o estado da arte
title Recognition of knowledge: A study on the state of the art
spellingShingle Recognition of knowledge: A study on the state of the art
De Lima Ramos, Elenita Eliete
Recognition of knowledge
Validation of knowledge
IFSC-Florianópolis
CERTIFIC
Professional certification
Reconocimiento de saberes
Validación de saberes
IFSC-Florianópolis
CERTIFIC
Certificación profesional
Reconhecimento de saberes
Validação de saberes
IFSC-Florianópolis
CERTIFIC
Certificação profissional
title_short Recognition of knowledge: A study on the state of the art
title_full Recognition of knowledge: A study on the state of the art
title_fullStr Recognition of knowledge: A study on the state of the art
title_full_unstemmed Recognition of knowledge: A study on the state of the art
title_sort Recognition of knowledge: A study on the state of the art
author De Lima Ramos, Elenita Eliete
author_facet De Lima Ramos, Elenita Eliete
Mattos, Miriam de Cassia do Carmo Mascarenhas
author_role author
author2 Mattos, Miriam de Cassia do Carmo Mascarenhas
author2_role author
dc.contributor.author.fl_str_mv De Lima Ramos, Elenita Eliete
Mattos, Miriam de Cassia do Carmo Mascarenhas
dc.subject.por.fl_str_mv Recognition of knowledge
Validation of knowledge
IFSC-Florianópolis
CERTIFIC
Professional certification
Reconocimiento de saberes
Validación de saberes
IFSC-Florianópolis
CERTIFIC
Certificación profesional
Reconhecimento de saberes
Validação de saberes
IFSC-Florianópolis
CERTIFIC
Certificação profissional
topic Recognition of knowledge
Validation of knowledge
IFSC-Florianópolis
CERTIFIC
Professional certification
Reconocimiento de saberes
Validación de saberes
IFSC-Florianópolis
CERTIFIC
Certificación profesional
Reconhecimento de saberes
Validação de saberes
IFSC-Florianópolis
CERTIFIC
Certificação profissional
description The text is the result of the continuation of studies on "Recognition of Knowledge" initiated by the authors at the Federal Institute of Santa Catarina (IFSC) in 2014. This research emerged from the need for theoretical background on the subject. The objective of this study was to outline the state of the art of recognition of knowledge through a mapping of articles, theses and dissertations that deal with the theme. The scope of the research consisted of eight articles, four dissertations and one thesis, totaling thirteen documents, produced from 2006 to 2016. In the analysis of the documents, it can be seen that the policies of professional certification and recognition of knowledge have gained prominence from the initiatives for the development and certification of skills in European countries. It can be seen that the implemented training and professional certification policies are for the most part strongly oriented towards "competence theory" and "labor market needs," to the detriment of a comprehensive conception of education. It was concluded that the implementation of recognition of knowledge devices does not happen without tensions and carries contradictions that reflect the perspectives of the different groups that make up society, triggering disputes involving important political-epistemological issues. If, on the one hand, the evaluation of competences is strengthened, based on the presuppositions of the theory of human capital, strongly focused on a conception of education for the labor market, then on the other hand, those that take these policies as a mechanism of social justice, focused on meeting the historical demands of social movements with a right to education, are strengthened as well.
publishDate 2018
dc.date.none.fl_str_mv 2018-10-01
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dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/10853
10.21723/riaee.unesp.v13.n4.out/dez.2018.10853
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/10853
identifier_str_mv 10.21723/riaee.unesp.v13.n4.out/dez.2018.10853
dc.language.iso.fl_str_mv por
spa
language por
spa
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/10853/7684
https://periodicos.fclar.unesp.br/iberoamericana/article/view/10853/7685
https://periodicos.fclar.unesp.br/iberoamericana/article/view/10853/7753
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/xml
dc.publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
dc.source.none.fl_str_mv Revista Iberoamericana de Estudios en Educación; v.13, n.4, out./dez. (2018); 1711-1725
Revista Ibero-Americana de Estudos em Educação; v.13, n.4, out./dez. (2018); 1711-1725
1982-5587
2446-8606
10.21723/riaee.unesp.v13.n4.out/dez.2018
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Ibero-Americana de Estudos em Educação (Online)
collection Revista Ibero-Americana de Estudos em Educação (Online)
repository.name.fl_str_mv Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com
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