Reconhecimento de aprendizagens prévias: breve ensaio sobre novas oportunidades de cumprir a aprendizagem ao longo da vida

This text seeks to identify a set of potentialities and risks associated with diverse recognition of prior learning devices. We propose an analysis with seven vectors: learners’ development, access to education and training, education and training efficiency, international disputes and performance of Nation-states, institutional change and recognition as possible regulatory practice, rapprochement of education, training and employment and, finally, the success. In the end, we perform a syntony divided into four movements, through which we defend the role that the recognition of prior learning can have in fulfilling lifelong learning and also its very possible compatibility with the fundamentals of Social Pedagogy. We then say that the end is, since the beginning, the verb: to be, to overcome oneself, solidly supported in knowledge, will and power – as well as recognition, which interconnects them.