Pedagogia na universidade em transição: reflexões a partir do Processo de Bolonha e da voz de gestores pedagógicos de cursos de Engenharia de Portugal

Abstract

The present paper discusses the role of Pedagogy and the promotion of teaching quality at university within current reform policies in higher education resulting from the Bologna Process. These policies have also influenced public policies in Brazil and theoretical-meth- odological elements are presented which may support a future study in that context. In or- der to understand the impact the Bologna Process upon innovation and the supervision of teaching practice, an exploratory study was conducted in Portugal based on interviews to six pedagogical managers of Engineering courses from three public universities. Innovation and supervision seem to operate in a transitional territory, incorporaring conflitual log- ics which somehow result from tensions inherent to current changes. However, signs of a more reflective and collective pedagogical culture were found, which may foster the re- shaping of the teching profession in the academic setting.