A carregar...
Publicação
A reestruturação do ensino superior em Portugal no âmbito do Processo de Bolonha (1999-2010): os mediadores, os fóruns e a edição de um referencial para o ensino superior
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.2 MB | Adobe PDF |
Orientador(es)
Resumo(s)
A tese tem como tema a concretização do Processo de Bolonha em Portugal e a reforma do ensino superior português na primeira década do século XXI que a mesma desencadeou e possibilitou. As balizas temporais são a assinatura da Declaração de Bolonha, em 1999, e a proclamação do Espaço Europeu do Ensino Superior, em 2010.
No plano teórico, o estudo inscreve-se na perspetiva de análise da ação pública, mobilizando em particular os conceitos de governança multinível e multirregulação, as noções de referencial e fórum e ainda o conceito de edição. Foi conduzido um estudo descritivo e interpretativo, predominantemente qualitativo, que teve como propósito desenvolver compreensão sobre os processos políticos e comunicacionais envolvidos na concretização do Processo de Bolonha em Portugal, focando a atenção nos atores, nos contextos e fóruns onde participaram e nos seus referenciais cognitivos e normativos. As questões de investigação foram organizadas em torno de três eixos de análise: o Processo de Bolonha enquanto ação pública; os atores: mediadores e fóruns; a edição do referencial do Processo de Bolonha em Portugal. O trabalho empírico, de base documental, permitiu, num primeiro momento, fazer a genealogia e análise do Processo de Bolonha na Europa e em Portugal, entre 1999 e 2010, e, ainda, identificar e caracterizar os mediadores e os fóruns nacionais do Processo de Bolonha. Num segundo momento, a análise de conteúdo dos documentos da autoria dos mediadores portugueses, usando um método misto dedutivo-indutivo, revelou os referenciais destes atores e a forma como os mesmos editaram o referencial europeu do Processo de Bolonha.
Os resultados revelaram, como sinal de eficácia, a governança multinível do Processo de Bolonha, em que os instrumentos supranacionais soft se complementaram com o modelo de governo hierárquico predominante no sistema de ensino superior português. Sugerem ainda que, no período em análise, os mediadores portugueses constituiram um grupo reduzido de experts que circulou entre fóruns nacionais e supranacionais e, através da análise de documentos, interpretou e recontextualizou o referencial europeu do Processo de Bolonha, editando-o em torno do “paradigma” da Aprendizagem ao Longo da Vida. Este referencial português foi posto a circular através de documentos de opinião e está subjacente à legislação que enquadra o Processo de Bolonha em Portugal.
The thesis addresses the implementation of the Bologna Process in Portugal and the ensuing reform of the Portuguese higher education system that the Bologna Process made possible, in the first decade of the twenty-first century. Temporal beacons are the signing of the Bologna Declaration in 1999 and the proclamation of the European Higher Education Area in 2010. As for theory, the study adopts the analytical perspective of public action and particularly mobilizes the concepts of multilevel governance, multiregulation, the notions of referential and forum, as well as the concept of edition. An interpretative descriptive study was conducted, essentially qualitative, which aimed to develop insight into the political and communication processes involved in the implementation of the Bologna Process, with a focus on actors, their contexts of action, and their cognitive and normative frameworks (referential). The research questions were organized into three analytical axes: the Bologna Process as public action; the actors: mediators and forums; the edition of the referential of the Bologna Process in Portugal. Research data were collected from documents. On a first phase, the documents helped organize the mapping of the Bologna Process in Europe and in Portugal, and also identify and describe the national mediators and forums. On a second phase, content analysis of the documents authored by the Portuguese mediators was conducted. By using a mixed deductive and inductive method, the analysis unveiled the referential of the authors and the way they edited the European referential of the Bologna Process. Research results pointed to multilevel Bologna Process governance as an effective method, in which supranational soft instruments were complemented with the dominant hierarchical model in Portuguese higher education system. Results also suggest that, in the researched period of time, the Portuguese mediators constituted a reduced group of experts who circulated across national and supranational forums. In the process, by analysing documents, they interpreted and recontextualized the European Bologna Process referential and edited it around the Lifelong Learning “paradigm”. This Portuguese referential circulated through opinion documents and lies behind the legislation that frames the Bologna Process in Portugal.
The thesis addresses the implementation of the Bologna Process in Portugal and the ensuing reform of the Portuguese higher education system that the Bologna Process made possible, in the first decade of the twenty-first century. Temporal beacons are the signing of the Bologna Declaration in 1999 and the proclamation of the European Higher Education Area in 2010. As for theory, the study adopts the analytical perspective of public action and particularly mobilizes the concepts of multilevel governance, multiregulation, the notions of referential and forum, as well as the concept of edition. An interpretative descriptive study was conducted, essentially qualitative, which aimed to develop insight into the political and communication processes involved in the implementation of the Bologna Process, with a focus on actors, their contexts of action, and their cognitive and normative frameworks (referential). The research questions were organized into three analytical axes: the Bologna Process as public action; the actors: mediators and forums; the edition of the referential of the Bologna Process in Portugal. Research data were collected from documents. On a first phase, the documents helped organize the mapping of the Bologna Process in Europe and in Portugal, and also identify and describe the national mediators and forums. On a second phase, content analysis of the documents authored by the Portuguese mediators was conducted. By using a mixed deductive and inductive method, the analysis unveiled the referential of the authors and the way they edited the European referential of the Bologna Process. Research results pointed to multilevel Bologna Process governance as an effective method, in which supranational soft instruments were complemented with the dominant hierarchical model in Portuguese higher education system. Results also suggest that, in the researched period of time, the Portuguese mediators constituted a reduced group of experts who circulated across national and supranational forums. In the process, by analysing documents, they interpreted and recontextualized the European Bologna Process referential and edited it around the Lifelong Learning “paradigm”. This Portuguese referential circulated through opinion documents and lies behind the legislation that frames the Bologna Process in Portugal.
Descrição
Palavras-chave
Processo de Bolonha Ensino superior Mediadores Governança Referencial Edição Política educativa