Processo de Bolonha e mudanças curriculares na educação superior: para que competências
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/157276 |
Resumo: | This article presents an ensemble of reformulations which took place in higher education in the context of the Bologna Process, taking into account the transformations in the capitalist system, which made relations of production more flexible, especially when it comes to the training of the worker. Seen in these terms, a historical and conceptual debate about the model of skills will be presented, from a critical perspective. At the same time, the role of knowledge in the globalization process is highlighted so that, from that point on, it is possible to demonstrate how Europe promoted a wide educational reform through the Declaration of Bologna. The document was created, amongst other reasons, to orientate the necessary changes in European higher education in order to guarantee its competitiveness in the global dynamics. Thus, some guidelines established by the Treaty for the renovation of the European university curriculums are discussed, based on the definition of general and specific skills, linking those guidelines to the demands of the labor market. By establishing skills, the project predicts that the contents must be organized in order to meet, not only instruction, but also the didactic strategies which will favor the learning process, abiding by what is asked in the professional profiles. Finally, this composition aims to arouse reflections on the modifications of the European education policies, by explaining how the discussion about the model of skills exerted some influence on the process of delimitation of the adopted strategies. |
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Processo de Bolonha e mudanças curriculares na educação superior: para que competênciasThe Bologna Process and curricular changes at higher education: what are skills forBologna ProcessHigher educationQualificationModel of skillsProcesso de BolonhaEducação superiorQualificaçãoModelo de competênciasThis article presents an ensemble of reformulations which took place in higher education in the context of the Bologna Process, taking into account the transformations in the capitalist system, which made relations of production more flexible, especially when it comes to the training of the worker. Seen in these terms, a historical and conceptual debate about the model of skills will be presented, from a critical perspective. At the same time, the role of knowledge in the globalization process is highlighted so that, from that point on, it is possible to demonstrate how Europe promoted a wide educational reform through the Declaration of Bologna. The document was created, amongst other reasons, to orientate the necessary changes in European higher education in order to guarantee its competitiveness in the global dynamics. Thus, some guidelines established by the Treaty for the renovation of the European university curriculums are discussed, based on the definition of general and specific skills, linking those guidelines to the demands of the labor market. By establishing skills, the project predicts that the contents must be organized in order to meet, not only instruction, but also the didactic strategies which will favor the learning process, abiding by what is asked in the professional profiles. Finally, this composition aims to arouse reflections on the modifications of the European education policies, by explaining how the discussion about the model of skills exerted some influence on the process of delimitation of the adopted strategies.Este artigo apresenta um conjunto de reformulações ocorridas na educação superior no contexto do Processo de Bolonha, tendo como cenário as transformações ocorridas no sistema capitalista, as quais tornaram flexíveis as relações de produção, sobretudo no que diz respeito à formação do trabalhador. Nesse sentido, apresenta-se, sob uma perspectiva crítica, um debate histórico-conceitual sobre o discurso do modelo de competências. Paralelamente a isso, pontua-se o papel do conhecimento na globalização para, a partir daí, apresentar como a Europa promoveu uma ampla reforma educacional por meio da Declaração de Bolonha. O documento foi criado, entre outras razões, para orientar as mudanças necessárias na educação superior europeia com vistas a garantir sua competitividade na dinâmica global. Nesse sentido, discutem-se algumas diretrizes estabelecidas pelo Tratado para reforma dos currículos das universidades europeias, com base na definição de competências gerais e específicas, subordinando-as às demandas do mercado de trabalho. Ao estabelecer as competências, o projeto prevê que os conteúdos devem ser organizados de maneira a atender, além da formação, às estratégias didáticas que irão favorecer o aprendizado, acatando o que se pede nos perfis profissionais. Enfim, o texto busca suscitar reflexões sobre modificações curriculares na política de educação na Europa, situando como o discurso em torno do modelo de competências exerceu algumas influências no processo de delineamento das estratégias adotadas.Universidade de São Paulo. Faculdade de Educação2019-04-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/15727610.1590/s1678-4634201844174148Educação e Pesquisa; v. 44 (2018); e174148Educação e Pesquisa; Vol. 44 (2018); e174148Educação e Pesquisa; Vol. 44 (2018); e1741481678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/157276/152651https://www.revistas.usp.br/ep/article/view/157276/152652Copyright (c) 2019 Educação e Pesquisainfo:eu-repo/semantics/openAccessAraújo, Christine Veloso BarbosaSilva, Viviane NascimentoDurães, Sarah Jane2019-04-23T16:36:09Zoai:revistas.usp.br:article/157276Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2019-04-23T16:36:09Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Processo de Bolonha e mudanças curriculares na educação superior: para que competências The Bologna Process and curricular changes at higher education: what are skills for |
title |
Processo de Bolonha e mudanças curriculares na educação superior: para que competências |
spellingShingle |
Processo de Bolonha e mudanças curriculares na educação superior: para que competências Araújo, Christine Veloso Barbosa Bologna Process Higher education Qualification Model of skills Processo de Bolonha Educação superior Qualificação Modelo de competências |
title_short |
Processo de Bolonha e mudanças curriculares na educação superior: para que competências |
title_full |
Processo de Bolonha e mudanças curriculares na educação superior: para que competências |
title_fullStr |
Processo de Bolonha e mudanças curriculares na educação superior: para que competências |
title_full_unstemmed |
Processo de Bolonha e mudanças curriculares na educação superior: para que competências |
title_sort |
Processo de Bolonha e mudanças curriculares na educação superior: para que competências |
author |
Araújo, Christine Veloso Barbosa |
author_facet |
Araújo, Christine Veloso Barbosa Silva, Viviane Nascimento Durães, Sarah Jane |
author_role |
author |
author2 |
Silva, Viviane Nascimento Durães, Sarah Jane |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Araújo, Christine Veloso Barbosa Silva, Viviane Nascimento Durães, Sarah Jane |
dc.subject.por.fl_str_mv |
Bologna Process Higher education Qualification Model of skills Processo de Bolonha Educação superior Qualificação Modelo de competências |
topic |
Bologna Process Higher education Qualification Model of skills Processo de Bolonha Educação superior Qualificação Modelo de competências |
description |
This article presents an ensemble of reformulations which took place in higher education in the context of the Bologna Process, taking into account the transformations in the capitalist system, which made relations of production more flexible, especially when it comes to the training of the worker. Seen in these terms, a historical and conceptual debate about the model of skills will be presented, from a critical perspective. At the same time, the role of knowledge in the globalization process is highlighted so that, from that point on, it is possible to demonstrate how Europe promoted a wide educational reform through the Declaration of Bologna. The document was created, amongst other reasons, to orientate the necessary changes in European higher education in order to guarantee its competitiveness in the global dynamics. Thus, some guidelines established by the Treaty for the renovation of the European university curriculums are discussed, based on the definition of general and specific skills, linking those guidelines to the demands of the labor market. By establishing skills, the project predicts that the contents must be organized in order to meet, not only instruction, but also the didactic strategies which will favor the learning process, abiding by what is asked in the professional profiles. Finally, this composition aims to arouse reflections on the modifications of the European education policies, by explaining how the discussion about the model of skills exerted some influence on the process of delimitation of the adopted strategies. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-04-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/157276 10.1590/s1678-4634201844174148 |
url |
https://www.revistas.usp.br/ep/article/view/157276 |
identifier_str_mv |
10.1590/s1678-4634201844174148 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/157276/152651 https://www.revistas.usp.br/ep/article/view/157276/152652 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 44 (2018); e174148 Educação e Pesquisa; Vol. 44 (2018); e174148 Educação e Pesquisa; Vol. 44 (2018); e174148 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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