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O impacto do processo de Bolonha na formação de professores de Educação Visual e Tecnológica
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A reestruturação e a uniformização do ensino superior, preconizadas pelo Processo de Bolonha, revelaram-se necessárias para fazer face ao aumento dos níveis de competitividade social, cultural e económica no espaço europeu. A mudança do paradigma educacional decorrente traduz, no geral, um ensino focado na aquisição de competências de âmbito genérico e transversal, na convergência interdisciplinar e na flexibilização curricular.
A concretização da reforma pedagógico-didática no ensino superior poderá beneficiar dos contributos da Gestaltpedagogia, da Educação pela Arte e da Metodologia Projetual, tal como propomos no âmbito do presente trabalho, já que as novas exigências educativas pressupõem a formação integral do indivíduo através de uma educação que agora se entende global e socialmente interventiva. A aquisição de competências transversais e globalizantes e a resolução de problemas poderão constituir, no nosso entender, uma base concetual na reorganização nas práticas de ensino e aprendizagem instituídas por Bolonha.
As novas conceções de ensino e aprendizagem acarretam consequências nos cursos de formação, designadamente nos novos papéis dos professores e dos alunos e nas dinâmicas de ensino, aprendizagem e avaliação. A presente investigação tem, pois como principal objetivo refletir sobre o impacto do Processo de Bolonha no curso de Mestrado em Ensino da Educação Visual e Tecnológica no Ensino Básico através de um Estudo de Casos Comparativo entre duas instituições de ensino superior politécnico e universitário português. Para o efeito, auscultámos professores, coordenadores de curso e alunos, através de entrevistas e grupos focais, e procedemos à análise documental, procurando verificar as alterações ocorridas com a mudança do paradigma de ensino e aprendizagem e a pertinência da sua aplicação prática no contexto da formação atual.
De uma maneira geral, os resultados obtidos corroboram algumas das conclusões de estudos já realizados sobre a implementação do PB a nível europeu. Embora circunscrita à formação de professores de EVT, esta investigação mostra que os planos curriculares dos cursos são ainda demasiado rígidos e, em alguns casos, com componentes que não cumprem os pesos percentuais mínimos enunciados na legislação portuguesa. Apesar de haver uma perceção geral sobre as vantagens e a necessidade da diversificação nas metodologias de ensino, aprendizagem e avaliação, estas, na prática, continuam limitadas a um ou dois tipos. Por outro lado, a distinção entre objetivos e competências é ainda pouco clara para alguns professores e predominam as competências específicas relativamente às genéricas.
New higher education policy, recommended by the Bologna Process, aimed to raise social, cultural and economic levels of competitiveness in Europe. The educational paradigm change within each country was a result of this objective and translates, in practice, a learning process focused on student-centred learning, general skills acquisition, crossdisciplinary convergence and flexible curriculum. The implementation of this reform can benefit from the contributions of Gestalt Pedagogy, Education through Art and Project Methodology as we propose in the present work. The new educational system intends to prepare students as active citizens through the effective convergence of parts towards a global, democratic and reliable education. The acquisition of globalized skills and problem solving may be, in our point of view, a conceptual basis in organizing teaching and learning practices instituted by Bologna. New teaching and learning concepts within this reform in higher education have direct consequences in training courses, particularly in the new teachers’ and learners’ roles as well as in teaching, learning and assessment dynamic principles. This research has as main objective to reflect on the impact of the Bologna Process in Master course in Teaching Visual and Technological Education in Elementary School through a Comparative Case Study between two Portuguese institutions. To this end, we interviewed teachers, course coordinators and students, through interviews and focus groups, and document analysis proceeded, trying to verify the modifications within the change of the teaching and learning paradigm and its relevance in training courses contexts. In general, the results support the findings from previous studies on the implementation of Bologna Process at European level. Although limited to the training of teachers of Visual and Technological Education, this research shows that the curricula of the courses are still too rigid and, in some cases, with components that do not meet the minimum percentage weights listed in national legislation. Although there is a general perception about the benefits and need for diversification in teaching, learning and assessment methodologies, these in practice remain limited to one or two types. Moreover, the distinction between goals and skills is still unclear to some teachers and specific skills predominate in relation to generic ones.
New higher education policy, recommended by the Bologna Process, aimed to raise social, cultural and economic levels of competitiveness in Europe. The educational paradigm change within each country was a result of this objective and translates, in practice, a learning process focused on student-centred learning, general skills acquisition, crossdisciplinary convergence and flexible curriculum. The implementation of this reform can benefit from the contributions of Gestalt Pedagogy, Education through Art and Project Methodology as we propose in the present work. The new educational system intends to prepare students as active citizens through the effective convergence of parts towards a global, democratic and reliable education. The acquisition of globalized skills and problem solving may be, in our point of view, a conceptual basis in organizing teaching and learning practices instituted by Bologna. New teaching and learning concepts within this reform in higher education have direct consequences in training courses, particularly in the new teachers’ and learners’ roles as well as in teaching, learning and assessment dynamic principles. This research has as main objective to reflect on the impact of the Bologna Process in Master course in Teaching Visual and Technological Education in Elementary School through a Comparative Case Study between two Portuguese institutions. To this end, we interviewed teachers, course coordinators and students, through interviews and focus groups, and document analysis proceeded, trying to verify the modifications within the change of the teaching and learning paradigm and its relevance in training courses contexts. In general, the results support the findings from previous studies on the implementation of Bologna Process at European level. Although limited to the training of teachers of Visual and Technological Education, this research shows that the curricula of the courses are still too rigid and, in some cases, with components that do not meet the minimum percentage weights listed in national legislation. Although there is a general perception about the benefits and need for diversification in teaching, learning and assessment methodologies, these in practice remain limited to one or two types. Moreover, the distinction between goals and skills is still unclear to some teachers and specific skills predominate in relation to generic ones.
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Formação de professores - Educação visual e tecnológica Ensino superior Reforma pedagógica-didáctica Processo de bolonha