Rumo a um ensino superior mais inclusivo: microcredenciais, equidade e exclusão digital
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https://doi.org/10.35362/rie10117355Palavras-chave:
microcredenciais, inclusão, desigualdades sociais, lacuna digital, aprendizagem ao longo da vidaResumo
Resumo. As microcredenciais surgiram como uma estratégia promissora para atender às necessidades de formação flexível e contínua no ensino superior. No entanto, seu potencial como instrumento de equidade e acesso para as comunidades historicamente excluídas do ensino superior na América Latina e no Caribe ainda não foi suficientemente explorado. Este artigo analisa o conceito e o desenvolvimento das microcredenciais, com ênfase em seu potencial para promover a equidade e a inclusão no ensino superior, e examina, ao mesmo tempo, como as lacunas digitais condicionam esse objetivo. Foi realizada uma revisão bibliográfica de relatórios oficiais e experiências internacionais e regionais entre 2018 e 2025, e são discutidos os desafios para que as microcredenciais cumpram efetivamente uma função democratizadora na sociedade do século XXI. Argumenta-se que essas certificações podem ampliar o impacto social das instituições de ensino superior ao integrar novos perfis: adultos que trabalham; pessoas com trajetórias formativas descontínuas; e comunidades vulneráveis. No entanto, argumenta-se que, sem condições institucionais e regulatórias adequadas, as lacunas digitais de acesso e de competências poderiam reconfigurar, em vez de superar, os eixos clássicos de desigualdade educacional na região.
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