ABSTRACT
The changes in recent decades in the world of work have legitimized the emergence of policies of recognition of prior learning acquired in informal and non-formal contexts. In Portugal, the Recognition, Validation and Certification System (RVCC) was implemented in 2001, supported on the balance of skills and on the autobiographical approach. In this article we analyze the use of autobiography in the context of adult education based on the Accreditation of Prior Experiential Learning. We look with particular attention to the professional episodes trying to identify the narrative strategies that candidates use in valuing and legitimizing their learning. Using an analytical corpus of one hundred autobiographies, we have identified the existence of a set of narrative resources used by the candidates in the autobiography, due to the nature of the professional episode, in an attempt to ensure the pertinence of the process.
KEYWORDS:
autobiography; adult education; narrative; recognition of prior learning