Resumo

SILVA, Ana; GUIMARAES, Paula  e  DIONISIO, Maria de Lourdes. Transições para a literacia dominante: perspectivas de coordenadores de centros de educação e formação de adultos. Roteiro. UNOESC [online]. 2012, vol.37, n.01, pp.09-22. ISSN 2177-6059.

The process of Recognition and Accreditation of Prior Learning (RAPL) is being considered one of the most important devices for the qualification of adults in Portugal. This process, that takes place in education centres called New Opportunities Centres, institutes literacy as a nuclear axis of its development: on one hand, the recognition and validation of the competencies are made mainly through reading and writing tasks (life stories, portefolios, etc.) and, on the other hand, the competencies to be recognised regard, ultimately, text comprehension and production (in Science, Maths, Language and Communication, etc...). In this text we focus the way in which nine coordinators of these New Opportunities Centres from the district of Braga, Portugal, see the changes in the ways adults relate with literacy practices when they go through the RAPL process. For this discussion we take into consideration not only the way literacy is viewed in adult education, but also the views about reading and writing that sustain pedagogical practices in the education centres, as they are described by each coordinator. Among the main conclusions, we highlight some discontinuities between the guidelines produced at the level of the official discourse and the specialised RVCC practices; discontinuities also between the coordinators’ views of literacy and the changes they note in adult literacy practices.

Palavras-chave : Certification of Competencies; Adults; Literacy Practices.

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