Resumo

MONTEIRO, Angélica; LEITE, Carlinda  e  SOUZA, Glasielle. Teaching in higher education: Curriculum and practices 10 years after the implementation of the Bologna process at Portuguese universities. Educação. UNISINOS [online]. 2018, vol.22, n.1, pp.63-73. ISSN 2177-6210.  https://doi.org/10.4013/edu.2018.221.07.

The restructuring of the higher education in Portugal, resulting from the Bologna Process commitments, began in 2006 and imposed pedagogical-didactic challenges. Teachers were asked to adopt pedagogical methods that broke with the transmissive model and pointed out the need for a curricular organization based on the development of personal and social skills. To understand the effect of these measures on teaching practice, the article presents a study that analyses teaching-learning strategies privileged by teachers of a Sciences Education course. The data were collected through a questionnaire submitted to inditeachers and students in 2010 and 2016. The simple statistical analysis of the data points to the use of a wide diversity of teaching-learning strategies, although the most traditional ones prevail, i.e., there is a contradiction between the political-academic discourse and the strategies followed in its implementation.

Palavras-chave : Higher Education; Curriculum; Didactics.

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