O Processo de Bolonha e a nova identidade do Ensino Superior Europeu: estudo de caso do Departamento de Ciências do Desporto, Exercício e Saúde
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2011
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O Processo de Bolonha implicou um conjunto de etapas e de passos que foram dados pelos sistemas de ensino superior europeus no sentido da construção de um espaço europeu de ensino superior globalmente harmonizado.
O objectivo deste trabalho foi procurar traçar o decurso evolutivo do Processo de Bolonha, e identificar de que forma a transição ocorreu na Universidade de Trás-os-Montes e Alto Douro (UTAD), tanto ao nível institucional como pedagógico, nomeadamente no âmbito do Departamento de Ciências do Desporto, Exercício e Saúde (DCDES).
Os objectivos essenciais do processo de Bolonha preconizavam o aumento da competitividade do sistema europeu de ensino superior; e a promoção da mobilidade e empregabilidade dos diplomados do ensino superior no espaço europeu.
A concretização do Processo de Bolonha na UTAD começou com a aprovação em 2005, do Regulamento de Criação e Reestruturação de Cursos e Aplicação de Sistema de Créditos Curriculares (ECTS), tendo os alunos passado a ser vistos como elementos centrais no processo de ensino aprendizagem. Modificando um sistema baseado na transmissão de conhecimentos para um sistema de ensino baseado no desenvolvimento das competências dos alunos.
Da análise efectuada, pensamos poder concluir que a UTAD soube adaptar-se correctamente às alterações impostas por Bolonha, sendo que foi uma das instituições de Ensino Superior da Europa (entre 72 candidaturas) distinguidas em 2006 pela Comissão Europeia com o Suplemento ao Diploma. O DCDES/UTAD, reorganizaram-se com base no paradigma resultante do sistema de acumulação e transferência de créditos (ECTS), adoptaram um modelo de três ciclos de estudos, condicentes aos graus de licenciado, mestre e doutor, bem como implementaram mecanismos que promovem a aprendizagem ao longo da vida.
The Bologna Process forced the European universities and other institutions to changes that involved several steps towards a construction of an European system in which harmony was achieved. The purpose of this essay was to follow the evolutionary Process of Bologna and identify the paths of this transition inside the UTAD, both at the institutional level and pedagogical, namely within the DCDES. The main objectives of the Bologna Process sustain the boost of the European system competitiveness allowing the mobility and employability of the graduated. The achievement of the Bologna Process in UTAD started with the approval in 2005 of the Regulation and Creation of the Credited Curricula (ECTS), having the students become the centre of the teaching and learning system. The previous structure based on the knowledge transmission evolved to one where the students’ skills are the basis. From the analysis performed, we believe we can conclude that UTAD was able to adapt correctly to all the transformations imposed by Bologna, having been one of the Superior Education Institutions (among 72 candidacies) distinguished in 2006 by the European Commission with the Supplement to the Diploma. The DCDES/UTAD reorganized themselves based in the resultant paradigm of the accumulation and transference of credit system, adopting a model of three cycles of studies, consistent to the levels of graduate, master and doctorate, as well as the implementation of mechanisms that promote the lifelong learning.
The Bologna Process forced the European universities and other institutions to changes that involved several steps towards a construction of an European system in which harmony was achieved. The purpose of this essay was to follow the evolutionary Process of Bologna and identify the paths of this transition inside the UTAD, both at the institutional level and pedagogical, namely within the DCDES. The main objectives of the Bologna Process sustain the boost of the European system competitiveness allowing the mobility and employability of the graduated. The achievement of the Bologna Process in UTAD started with the approval in 2005 of the Regulation and Creation of the Credited Curricula (ECTS), having the students become the centre of the teaching and learning system. The previous structure based on the knowledge transmission evolved to one where the students’ skills are the basis. From the analysis performed, we believe we can conclude that UTAD was able to adapt correctly to all the transformations imposed by Bologna, having been one of the Superior Education Institutions (among 72 candidacies) distinguished in 2006 by the European Commission with the Supplement to the Diploma. The DCDES/UTAD reorganized themselves based in the resultant paradigm of the accumulation and transference of credit system, adopting a model of three cycles of studies, consistent to the levels of graduate, master and doctorate, as well as the implementation of mechanisms that promote the lifelong learning.
Descrição
Dissertação de Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário
Palavras-chave
Ensino superior , Europa , Ciências do desporto , Estudos de caso , Processo de bolonha