Docência no ensino superior: currículo e práticas 10 anos após a implementação do processo de Bolonha nas universidades portuguesas

Monteiro, Angélica; Leite, Carlinda; Souza, Glasielle

doi:10.4013/edu.2018.221.07

Cited by 5 publications

(1 citation statement)

References 6 publications

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“…If, until the end of the twentieth century, higher education institutions were given the sole mission of transmitting knowledge, producing research and new knowledge, the resignification of pedagogical practices, with the Bologna commitments, implied the creation of conditions that would ensure active learning and its social utility. This meant a methodology focused on involving teachers and students, as educational actors, deepening interpersonal skills, in collaborative work, with reinforcement of research and dissemination of scientific knowledge [8].…”

Section: Impacts Of the Pandemic In Higher Education: Distance Learningmentioning

confidence: 99%

Education and innovation: impacts during a global pandemic in a higher education institution

et al. 2021

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Research background: At the beginning of the year 2020, there was a shift in strategies and instruments in a short period of time, to respond to a situation of impossibility of face-to-face teaching. Thus, it is essential to reflect on an educational challenge, whose impacts continue on a global scale. Purpose of the article: The present article aims to analyse how the pandemic situation has been influencing education and learning in Higher Education. Methods: Having as context a higher education institution located in the municipality of Porto, a case study was developed that analysed teaching and learning methodologies applied throughout the 2019/20 academic year. For this research, a qualitative methodology was used, with semi-structured interviews with five teachers and opinion essays from nine students, with fourteen participants. The analysis was carried out using the Nvivo software, triangulating the perceptions of the two groups of interviewees. Findings & Value added: The results allow us to conclude that the participants are aware that collaborative work and the use of appropriate technological resources were essential to ensure teaching and distance learning, including the evaluation process, despite mandatory confinement. Globally, the perceptions of the emergence of a new educational paradigm are confirmed, based on the massive use of technological resources, which propelled the innovation of the teaching and learning process. Nevertheless, both groups recognize that distance learning impoverishes the fundamental interpersonal dynamics in Higher Education.

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Section: Impacts Of the Pandemic In Higher Education: Distance Learningmentioning

confidence: 99%