Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/30536

TitleRecognition of prior learning : valuing, learning through transitions for individual and collective purposes
Author(s)Antunes, Fátima
Guimarães, Paula
Issue date2013
PublisherEuropean Society for Research on the Education of Adults (ESREA)
Abstract(s)Since 1999 a new adult education and training policy (Barros, 2011) has been under development in Portugal. Recognition of prior learning has been the most attended form of provision. Within recognition of prior learning, biography reflects somehow a reflexive project (Giddens, 1992; Field, 2000; Hake, 2006) and constitutes a reflexive/constructive process of adult education and training. It is assumed that the (transition) biographical itineraries are constituted in the interaction of: (i) the subject (families and social categories) options and strategies; and (ii) the institutional opportunities (formed in the education/training and employment systems) and the emerging constraints and resources of the existence conditions (Casal, 2003). Based on a set of empirical research, in this article this perspective enables the questioning of blockages and opportunities that the subjects are confronted with when building their itineraries configured by the involvement in processes of lifelong learning.
TypeConference paper
URIhttp://hdl.handle.net/1822/30536
ISBN978-3-86004-297-7
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEd - Textos em volumes de atas de encontros científicos nacionais e internacionais

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