Políticas do Ensino Superior em Portugal na fase pós-Bolonha : implicações no desenvolvimento do currículo e das exigências ao exercício docente
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Data
2014
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Edições Universitárias Lusófonas
Resumo
O Ensino Superior, desde o final do século XX, tem sido objeto de reformas advindas de políticas internacionais (Robertson, 2009; Lima, 2012b) com efeitos,
nomeadamente na organização dos cursos e nos processos de desenvolvimento
curricular. Estes processos exigem modos de trabalho pedagógico docente
onde os estudantes sejam considerados sujeitos ativos do ensino-aprendizagem-avaliação (Zabalza, 2011; Luke, 2011). No quadro desta problemática, este
artigo dá conta de um estudo realizado na Universidade do Porto (U.Porto) que
teve como objetivo analisar implicações de políticas decorrentes do Processo de Bolonha (PB) na organização e no desenvolvimento do currículo e nos
efeitos gerados no exercício da docência. Partindo de conceções de currículo
que suportam políticas de ensino superior em Portugal na fase pós-Bolonha
(Leite & Fernandes, 2011), o estudo, na sua componente empírica, recolhe dados, através de um questionário com duas perguntas fechadas e uma aberta, a docentes da U.Porto. A análise desses dados, realizada por uma estatística simples (perguntas fechadas) e por análise de conteúdo (Krippenendorf, 2003) dos discursos enunciados (pergunta aberta), aponta para a existência de tensões
paradigmáticas que refletem dilemas, decorrentes do ideário que acompanhou o PB e as condições existentes para a (re)configuração da organização e do desenvolvimento do currículo, na concretização de um modo de trabalho pedagógico de orientação crítica.
Since the late 20th century, higher education has been influenced by reforms arising from international policies (Robertson, 2009; Lima, 2012b) with a strong impact, particularly, in the courses’ organization and curriculum development processes. These processes require pedagogical attention to professors’ performance that considers students in an active position on the teaching-learning-evaluation (Zabalza, 2011; Luke, 2011). Within the framework of this situation, this article gives account of a study conducted at the University of Porto (U. Porto) which aimed to analyse policy implications arising from the Bologna Process (PB) in the organization and in the curriculum development as well as the effects generated in the course due to the teaching method. Starting with issues that support higher education policies in Portugal in the pós-Bolonha (Leite & Fernandes, 2011), the study, in its empirical component, collects data through a questionnaire with two close-ended questions and one open question, answered by professors of the U.Porto. The data were analysed by simple statistics (closed questions) and content analysis (Krippenendorf, 2003) of the professors’ answers (openended question), This analysis points to the existence of paradigmatic tensions which reflect dilemmas arising between the ideal concept of the PB and the real conditions that the professors have to (re)organize and to develop the curriculum related with a critical orientation. Keywords: higher education policies; curriculum; university teaching
Since the late 20th century, higher education has been influenced by reforms arising from international policies (Robertson, 2009; Lima, 2012b) with a strong impact, particularly, in the courses’ organization and curriculum development processes. These processes require pedagogical attention to professors’ performance that considers students in an active position on the teaching-learning-evaluation (Zabalza, 2011; Luke, 2011). Within the framework of this situation, this article gives account of a study conducted at the University of Porto (U. Porto) which aimed to analyse policy implications arising from the Bologna Process (PB) in the organization and in the curriculum development as well as the effects generated in the course due to the teaching method. Starting with issues that support higher education policies in Portugal in the pós-Bolonha (Leite & Fernandes, 2011), the study, in its empirical component, collects data through a questionnaire with two close-ended questions and one open question, answered by professors of the U.Porto. The data were analysed by simple statistics (closed questions) and content analysis (Krippenendorf, 2003) of the professors’ answers (openended question), This analysis points to the existence of paradigmatic tensions which reflect dilemmas arising between the ideal concept of the PB and the real conditions that the professors have to (re)organize and to develop the curriculum related with a critical orientation. Keywords: higher education policies; curriculum; university teaching
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCATION, ENSINO SUPERIOR, HIGHER EDUCATION, POLÍTICA EDUCATIVA, EDUCATIONAL POLICY, CURRÍCULOS UNIVERSITÁRIOS, ACADEMIC CURRICULA, PROFESSORES, TEACHERS