Reconhecimento de saberes: um estudo sobre o estado da arte

Abstract

The text is the result of the continuation of studies on Recognition of Knowledge initiated by the authors at the Federal Institute of Santa Catarina (IFSC) in 2014. This research emerged from the need for theoretical background on the subject. The objective of this study was to outline the state of the art of recognition of knowledge through a mapping of articles, theses and dissertations that deal with the theme. The scope of the research consisted of eight articles, four dissertations and one thesis, totaling thirteen documents, produced from 2006 to 2016. In the analysis of the documents, it can be seen that the policies of professional certification and recognition of knowledge have gained prominence from the initiatives for the development and certification of skills in European countries. It can be seen that the implemented training and professional certification policies are for the most part strongly oriented towards competence and market needs, to the detriment of a comprehensive conception of education. It was concluded that the implementation of recognition of knowledge devices does not happen without tensions and carries contradictions that reflect the perspectives of the different groups that make up society, triggering disputes involving important political-epistemological issues. If, on the one hand, the evaluation of competences is strengthened, based on the presuppositions of the theory of human capital, strongly focused on a conception of education for the labor market, then on the other hand, those that take these policies as a mechanism of social justice, focused on meeting the historical demands of social movements with a right to education, are strengthened as well.