Roteiro (Jun 2012)
TRANSIÇÕES PARA A LITERACIA DOMINANTE: PERSPECTIVAS DE COORDENADORES DE CENTROS DE EDUCAÇÃO E FORMAÇÃO DE ADULTOS
Abstract
The process of Recognition and Accreditation of Prior Learning (RAPL) is being consideredone 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 andvalidation of the competencies are made mainly through reading and writing tasks (lifestories, portefolios, etc.) and, on the other hand, the competencies to be recognised regard,ultimately, text comprehension and production (in Science, Maths, Language andCommunication, etc...). In this text we focus the way in which nine coordinators of theseNew Opportunities Centres from the district of Braga, Portugal, see the changes in theways adults relate with literacy practices when they go through the RAPL process. Forthis discussion we take into consideration not only the way literacy is viewed in adulteducation, but also the views about reading and writing that sustain pedagogical practicesin the education centres, as they are described by each coordinator. Among the mainconclusions, we highlight some discontinuities between the guidelines produced at thelevel of the official discourse and the specialised RVCC practices; discontinuities alsobetween the coordinators’ views of literacy and the changes they note in adult literacypractices.
