<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102018000100063</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.221.07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Docência no ensino superior: currículo e práticas 10 anos após a implementação do processo de Bolonha nas universidades portuguesas]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching in higher education: Curriculum and practices 10 years after the implementation of the Bologna process at Portuguese universities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Carlinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Glasielle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>63</fpage>
<lpage>73</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000100063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  A restrutura&#231;&#227;o do ensino superior em Portugal, resultante dos compromissos do Processo de Bolonha, teve in&#237;cio em 2006 e imp&#244;s desafios pedag&#243;gico-did&#225;ticos. Apelouse aos professores para adotarem modos de trabalho pedag&#243;gico que rompessem com o modelo transmissivo e apontou-se a necessidade de uma organiza&#231;&#227;o curricular fundada no desenvolvimento de compet&#234;ncias pessoais e sociais. Para compreender o efeito dessas medidas na pr&#225;tica docente, o artigo apresenta um estudo que investigou estrat&#233;gias de ensinoaprendizagem privilegiadas por professores de uma licenciatura em Ci&#234;ncias da Educa&#231;&#227;o. Os dados foram recolhidos por meio de um question&#225;rio submetido a professores e estudantes em 2010 e 2016. A an&#225;lise estat&#237;stica simples dos dados aponta para a utiliza&#231;&#227;o de uma diversidade ampla de estrat&#233;gias de ensino-aprendizagem, embora prevale&#231;am as mais tradicionais, ou seja, existe uma contradi&#231;&#227;o entre o discurso pol&#237;tico-acad&#234;mico e as estrat&#233;gias seguidas na sua concretiza&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Didactics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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