Abstract
This article analyzes whether the process of recognition, validation and certification of competences (RVCC) can be a part of an attempt for an adult to converge his education level to the spouse’s. Taking as a starting point the theoretical framework on the spouse choice and homogamy, 289 questionnaires were applied to adults in the RVCC process, in Lisbon, during 2009. The school and family formation trajectories were reconstructed to analyze the global and educational distance between spouses. Data analysis showed that despite the prevalence of homogamy in the studied population, the presence of atypical cases emphasized the relevance of the study of heterogamy. When there is a difference in the educational level of the spouses, the adult in the RVCC process will approach his spouse. In the homogamic couples, the RVCC process brings out the schooling of the female population, the so called educational hypogamy.
Highlights
This article analyzes whether the process of recognition
289 questionnaires were applied to adults in the RVCC process
the presence of atypical cases emphasized the relevance of the study of heterogamy
Summary
Printed version Date of publication: 1 septembre 2015 Number of pages: 109-131 ISBN: 0873-6529 ISSN: 0873-6529. The text is a facsimile of the print edition. Resumo Este artigo analisa se o processo de reconhecimento, validação e certificação de competências (RVCC) pode fazer parte de uma tentativa de o adulto fazer convergir o seu nível educativo com o do cônjuge. Tomando como ponto de partida o referencial teórico sobre a escolha do cônjuge e a homogamia, foram aplicados 289 questionários a adultos em processo RVCC, em Lisboa, em 2009. As trajetórias escolares e familiares dos adultos foram reconstruídas para analisar a distância global e educacional entre os cônjuges. Quando há diferença no nível educacional dos cônjuges, o adulto em processo de RVCC vai aproximar-se do seu cônjuge. Palavras-chave homogamia, aprendizagem ao longo da vida, educação de adultos, validação e certificação de competências
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