O significado do “território” - no âmbito dos centros para a qualificação e o ensino profissional

Abstract

Through the analysis of the major paradigm shifts that have an impact on redefining the state’s role as a regulator for education, it is possible to describe three models, by recording the transition of a function of control to one of supervision: Educator State, Developmental State and Regulator State. It thus occurs the emergence of new configurations in the regulatory processes and another coordination strategy - which involves the participation according to new modalities, in a true spirit of sharing and networking - through the concept of “governance”. All these changes are reflected in the paradigm of Lifelong Learning, with a model based on skills becoming predominant. Since it is possible to develop skills in formal, non-formal and informal contexts, reference shall be made to non-school learning processes, stressing the importance of learning throughout life in a time characterized by globalization. Based on decentralization of powers and responsibilities, analysis will be made as to the meaning of the territory in the context of the Centres for Training and Vocational Education (CQEP), both in terms of their practices and acting methodology, and in terms of its importance in the recognition, validation and certification of skills developed locally by adults.