<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602022000100902</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.82009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas Públicas de Educação de Adultos em Portugal - inovações e desafios]]></article-title>
<article-title xml:lang="en"><![CDATA[Public Policies for Adult Education in Portugal - innovations and challenges]]></article-title>
<article-title xml:lang="fr"><![CDATA[Politiques Publiques d&#8217;Éducation des Adultes au Portugal - innovations et défis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavaco]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação Unidade de Investigação e Desenvolvimento em Educação e Formação]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602022000100902&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602022000100902&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602022000100902&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O reduzido nível de escolaridade da população portuguesa tem sido um problema difícil de resolver, o que se deve, em parte, ao predomínio de políticas públicas de educação de adultos limitadas, fragmentadas e intermitentes, com estatuto periférico. Todavia, nas últimas duas décadas, ocorreu um investimento neste domínio e registou-se uma elevada adesão de adultos pouco escolarizados. O artigo visa analisar os elementos de inovação e os desafios inerentes às medidas integradas em políticas de educação de adultos, em Portugal, nas últimas duas décadas. Os dados empíricos derivaram de uma investigação qualitativa, com recurso a diversas técnicas - recolha documental e entrevistas semiestruturadas, com gestores e educadores de adultos, implicados nas medidas políticas, assim como entrevistas biográficas, com adultos certificados. Os resultados da investigação revelam a inovação e a complexidade inerentes às estruturas organizacionais responsáveis pelo diagnóstico e orientação de adultos pouco escolarizados, aos cursos de educação e formação de adultos, e ao processo de reconhecimento, validação e certificação de competências. Estas medidas políticas apresentam elementos de inovação que consistem na orientação e acompanhamento dos adultos, na valorização da sua experiência e em modos de trabalho pedagógico adequados a adultos. Estes elementos de inovação, que, em grande medida, permitiram uma elevada adesão dos adultos pouco escolarizados, também têm colocado importantes desafios aos coordenadores e educadores de adultos, confirmando a importância do investimento no acompanhamento e na formação destes profissionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The low level of education of the Portuguese population has been a difficult problem to solve. This is partly justified due to limited, fragmented and intermittent public adult education policies. However, in the last two decades, an investment has been made in this domain and a high number of adults with low level of education have been mobilized. The article aims to analyze the elements of innovation and the challenges of the integrated measures in adult education policies in Portugal over the last two decades. The empirical data derived from a qualitative research, using several data collection tools - legal documents, statistics, and semi-structured interviews, with managers, educators and adults, as well as biographical interviews with certified adults. The research results reveal the innovation and complexity inherent the structures responsible for diagnosing and monitoring adults, the adult education and training courses, and the process of recognition, validation, and certification of non-prior learning. These policy measures present elements of innovation that consists in the guidance and monitoring of adults, in valuing their experience and in pedagogical work methods suitable for adults. The research results showed the innovation and complexity of the adult education policies, for example, the valorisation of the adult experience in alternative to the traditional scholar model. However, these elements of innovation included important challenges for coordinators and adult educators, confirming the importance of investing in training and monitoring of these professionals.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RESUMÉ Le niveau réduit de scolarité de la population portugaise a été un problème difficile à résoudre, ce qui est dû, en partie, à la prédominance de politiques publiques d&#8217;éducation des adultes limitées, fragmentées et intermittentes, de statut périphérique. Toutefois, dans les deux dernières décennies, il y a eu un investissement dans ce domaine et on a registré une élevée adhésion des adultes peu scolarisés. L&#8217;article vise à analyser les éléments d&#8217;innovation et les défis inhérents aux mesures intégrées dans les politiques d&#8217;éducation et formation des adultes au Portugal, dans les deux dernières décennies. Les données empiriques ont dérivé d&#8217;une recherche qualitative, en utilisant diverses techniques - collecte documentaire et interviews semi-structurées avec gestionnaires et éducateurs des adultes, impliqués dans les mesures politiques, ainsi que des interviews biographiques avec des adultes certifiés. Les résultats de la recherche révèlent l&#8217;innovation et la complexité inhérentes aux structures organisationnelles chargées du diagnostic et d&#8217;orientation des adultes peu scolarisés, dans les cours d&#8217;éducation et formation des adultes, et du processus de reconnaissance, validation et certification de compétences. Ces mesures politiques présentent d&#8217;éléments d&#8217;innovation qui consistent dans l&#8217;orientation et l&#8217;accompagnement des adultes, dans la valorisation de ses expériences et dans modes de travail pédagogique adéquats aux adultes. Ces éléments d&#8217;innovation, que, dans une large mesure, ont permis une élevée adhésion des adultes peu scolarisés, ont également posé des défis importants aux coordinateurs et éducateurs des adultes, ce que confirme l&#8217;importance de l&#8217;investissement dans l&#8217;accompagnement et la formation de ces professionnelles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[Educação de adultos]]></kwd>
<kwd lng="pt"><![CDATA[Adultos pouco escolarizados]]></kwd>
<kwd lng="en"><![CDATA[Public policies]]></kwd>
<kwd lng="en"><![CDATA[Adult education]]></kwd>
<kwd lng="en"><![CDATA[Adults with low level education]]></kwd>
<kwd lng="fr"><![CDATA[Politiques publiques]]></kwd>
<kwd lng="fr"><![CDATA[Éducation des adultes]]></kwd>
<kwd lng="fr"><![CDATA[Adultes peu scolarisés]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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