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Qualifications and professional competencies of the construction manager in Portugal: the impact of the Bologna process

Abreu, Maria Isabel; Oliveira, Rui
Fonte: Instituto Politécnico de Bragança Publicador: Instituto Politécnico de Bragança
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
56.27%
The legal framework concerning the construction industry is closely related with the industry’s specificities in each country. With the increasing globalisation of the economy, particularly in the European Union, there is a trend for a normalisation of the legal framework related to construction practices. In terms of professional practice in construction in Portugal, the graduate professionals are architects, civil engineers and technical civil engineers. In order to legally practise in the field, architects must be registered in the Order of Architects, civil engineers with the Order of Engineers and technical civil engineers with the Professional Association of Technical Engineers. The legal framework for the activity of these different professions has long been established by the Decree Law 73/1973. As regards the construction management profession, these professionals are not obliged by law to fulfil any specific educational requirements nor are they subject to any legal regime regulating their activities. However, it is generally recognised that the Institutions of Higher Education in Portugal do not provide the competencies required for an efficient practice in the area of construction management. The Bologna Model establishes that the definition of the objectives of the course subjects be centred in terms of the learning outcomes. It appears that with the new curricula structure...

O sentido da pedagogia por competências: de Bolonha à América Latina; The sense and the direction of Pedagogy based on Competencies: from Bologna to Latin America

Eiró, Maria Idati
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 05/11/2010 PT
Relevância na Pesquisa
56.34%
Esta investigação insere-se na linha de pesquisa Sociedade, Economia e Estado do Programa de Pós-Graduação em Integração da América Latina e tem como principal objetivo estudar o novo modelo educacional de ensino superior da União Européia e discutir sua implantação na América Latina. Inicialmente, é feito um breve relato sobre a expansão do sistema educacional superior na Europa e sua associação aos interesses econômicos. Apresentamos o processo de convergência do Ensino Superior europeu, denominado Processo de Bolonha, seus níveis de formação (graduação, mestrado e doutorado), suas propostas de mobilidade estudantil e profissional e seu sistema de equivalência de créditos. O estudo volta-se, então, para a América Latina, focalizando sua integração - essencialmente econômica - e a sua formação universitária. Após essa contextualização, define-se competência e, em seguida, Pedagogia por Competências, estratégia pedagógica preconizada por Bolonha por meio do projeto Tuning (União Européia) e de seu correspondente Tuning América Latina, para atender aos interesses do setor produtivo. Esses projetos se propõem a determinar pontos de referência para as competências genéricas e específicas de cada curso universitário e de cada disciplina curricular. É realizada análise da Pedagogia por Competências voltada para a competência profissional...

The Bologna process : what should and should not be done?

Torgal, Fernando Pacheco; Jalali, Said
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Conferência ou Objeto de Conferência
Publicado em //2007 ENG
Relevância na Pesquisa
66.41%
The Bologna process aims to the construction of a European higher education area, with a system of easily readable and comparable degrees, promoting teachers and student’s mobility in order to foster European citizen’s employability and the international competitiveness of the European higher education system. It therefore presents an amazing opportunity to reshape academia curricula, particular in the case of engineering curriculum. In a knowledge-based economy, changing in a dramatic pace, new skills are needed. Skills like creative thinking, ecology insights, entrepreneurship, foreign languages learning, or even literature matter more than traditional core engineering issues. Unfortunately, some signs indicate that the Bologna process led only to a change in the length of the graduation cycles, which may become a lost opportunity to change our future into a sustainable and better one.

O processo de Bolonha, a avaliação da educação superior e algumas considerações sobre a Universidade Nova; Bologna process, higher education and a few considerations about the New University

Lima, Licínio C.; Azevedo, Mário Luiz Neves de; Catani, Afrânio Mendes
Fonte: RAIES; Uniso Publicador: RAIES; Uniso
Tipo: Artigo de Revista Científica
Publicado em /03/2008 POR
Relevância na Pesquisa
56.36%
O presente artigo analisa o que se convencionou chamar de Processo de Bolonha, isto é, a produção de uma “política pública de um meta-Estado para um meta-campo universitário”, constituindo-se em uma política educacional supranacional, comum aos estados-membros da União Européia, com vista à construção de um “espaço europeu de educação superior”. O processo político e de reformas institucionais, realizado por cada governo nacional, conduzirá ao estabelecimento efetivo do novo sistema europeu de educação superior até 2010, incluindo atualmente 45 países – todos os da UE e outros 18 países europeus não pertencentes a ela. Nesse sentido, por se tratar de um vastíssimo número de “subsistemas nacionais” e de instituições educativas, atribui-se um grande protagonismo às questões relativas à “garantia de qualidade”. Analisam-se, igualmente, as recentes transformações na educação superior no Brasil, em que o projeto da chamada “Universidade Nova” e o Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais (REUNI) constituem-se nas manifestações mais claras do reordenamento desse nível de ensino (seguindo os parâmetros de Bolonha), que já experimentara grandes transformações nos governos de Fernando Henrique Cardoso (1995-2002) e teve prosseguimento nos governos de Luiz Inácio Lula da Silva (2003-2006; 2007)...

Language education at the University of Aveiro before and after Bologna: practices and discourses

Pinto, Susana; Araújo e Sá, M. H.
Fonte: De Gruyter Publicador: De Gruyter
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
56.46%
Higher education plays a fundamental role in the construction of a European citizenship that demands the development of plurilingual competences. Although the Bologna Process highlights that development (relating it to mobility, employability and lifelong learning), language education does not seem to be a priority in the agenda of higher education institutions (Tudor 2006).In the context of curricular restructuring required by the Bologna Process, this article presents a case study of the University of Aveiro (UA), Portugal, which set out to describe institutional practices and discourses concerning the use and function of languages in undergraduate and postgraduate education in two academic years (2002–2003 and 2007–2008, before and after the restructuring). In order to identify practices, we analysed the programmes of all language courses.This allowed us to identify the languages and language courses offered, as well as the degree programmes into which they are integrated. In order to access institutional discourses, we interviewed seven actors responsible for training and management at the UA (Rectors, Vice-Rectors, the Head of the Department of Languages and Cultures, The Erasmus Programme Coordinator, and the President of the Students’ Union). The results show that the Bologna Process has had a limiting effect on language education: fewer language courses are offered and fewer degree programmes include them. This converges with the institutional actors’ discourses...

Economic and Management Higher Education System in Portugal: An Exploratory Study about the Challenges setting by the New Bologna Paradigm

Reis, Elisabeth; Roberto, José; Saraiva, Margarida; Casas Novas, Jorge
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Aula
ENG
Relevância na Pesquisa
56.37%
Aiming at the increase of mobility in Europe, the Bologna Process is being implemented so that, until 2010, it will be possible to apply a set of common principles to all higher education institutions of the adherent countries. This ambitious process is trying to answer to a several social questions and economic challenges, promoting at the quality of education, the research capacity and the employment of the graduates. With the main objective of investigating the implications of this new teaching/learning paradigm in the work market with respect to the economic and business courses, an inquiry process was carried out. This paper presents the preliminary results and discusses some of the conclusions extracted from the inquiry process. It is expectable that the results of the inquiry process may contribute to improve the understanding about this new social and organizational reality in Europe by the educational institutions, the employers and the graduates.

Employability and the Bologna Process

Saraiva, Margarida; Nogueiro, Teresa
Fonte: International Association of Technology, Education and Development (IATED) Publicador: International Association of Technology, Education and Development (IATED)
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
66.57%
After the implementation of the Bologna Process in Portuguese higher education institutions, it’s necessary to start looking at some of its first consequences. The Bologna Process is now an integral part of the lexicon of reference of the whole European higher education. Although knowledge continues to be transmitted by the traditional way, Bologna covers qualifying new perspectives, generate changes of emphasis, including the Teaching for Learning and Education Training. Competitiveness, employment, labor market, etc. are concepts which are gradually internalized by the higher education institutions. In Portugal, with the adequacy of the various courses to the Paradigm of Bologna, the higher education institutions do not intend to offer students a mere system of training / education but different learning approaches and a set of skills that allow an easier insertion on the labor market. The enormous competitive advantages are the improved intellectual and cultural skills, associated to the capacity building initiative, adaptability, flexibility and communication. It is essential to reorient the provision of academic qualifications, focusing on courses tailored to the needs of the economy and society. That goal will be achieved if the connection between higher education institutions and the business world is strong. In this sense...

Economic and Management Higher Education Systems in Portugal: An Exploratory Study about the Challenges Setting by the New Bologna Paradigm

Reis, Elizabeth; Roberto, José Afonso; Saraiva, Margarida; Novas, Jorge Casas
Fonte: International Conference on Advances in Management Publicador: International Conference on Advances in Management
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
56.37%
Aiming at the increase of mobility in Europe, the Bologna Process is being implemented so that, until 2010, it will be possible to apply a set of common principles to all higher education institutions of the adherent countries. This ambitious process is trying to answer to a several social questions and economic challenges, promoting at the quality of education, the research capacity and the employment of the graduates. With the main objective of investigating the implications of this new teaching/learning paradigm in the work market with respect to the economic and business courses, an inquiry process was carried out. This paper presents the preliminary results and discusses some of the conclusions extracted from the inquiry process. It is expectable that the results of the inquiry process may contribute to improve the understanding about this new social and organizational reality in Europe by the educational institutions, the employers and the graduates.

Achievements of the Bologna process reforms: an integrated management and IT approach

Velada, Raquel; Cardoso, Elsa; Antunes, Ana; Caetano, António; Bento, Rui; Aguiar, Francisco; Silva, Sílvia; Sequeira, Manuel Menezes de
Fonte: EUNIS Publicador: EUNIS
Tipo: Conferência ou Objeto de Conferência
Publicado em /06/2009 ENG
Relevância na Pesquisa
66.39%
In this paper we will describe a national perspective on the achievements of the Bologna Process in Portugal regarding the academic years of 2006/2007 and 2007/2008, and detail the approach followed at the Lisbon University Institute (ISCTE-IUL). The main objective of the paper is to describe the joint initiative that has been developed at ISCTE-IUL to implement a Decision Support System (DSS) that will enable the collection, analysis and dissemination (through reporting) of the required performance indicators to render possible an automatic elaboration of these reports. The paper will focus on the requirements gathering phase of the decision support system designed to enable the automatic generation of Bologna reports. This DSS constitutes a research project and is being developed with the sponsorship of the Computer Center (DSI) and Quality Assurance and Evaluation Office (GAQE), integrated with the University’s information system Fénix (based on FénixEDU®).

O processo de Bolonha e as políticas de formação inicial com vistas à educação inclusiva

Vidal, Maria Helena Candelori
Fonte: Universidade Federal de Uberlândia Publicador: Universidade Federal de Uberlândia
Tipo: Tese de Doutorado
POR
Relevância na Pesquisa
46.57%
Esta pesquisa localizou-se na linha de Pesquisa Trabalho, Sociedade e Educação e seu objeto de estudo, especificamente nos sub eixos: Reformas Educacionais e Impactos nas Instituições Educacionais, ao tratar da temática “Políticas de Formação no Ensino Superior para a Educação Especial”. Inserido nesse contexto, a Tese neste trabalho defendida foi a de que, com a implantação do processo de Bolonha, o Ensino Superior no Brasil, como em todo o resto do mundo, foi significativamente impactado, influenciando ou mesmo servindo de modelo para a reorganização de estruturas universitárias e de sistemas de educação superiores surgidas a partir da Europa. Assim, o objetivo do trabalho foi analisar o processo de Bolonha e a sua influencia na educação superior, em especial nas políticas de formação inicial portuguesa e brasileira, com vistas à educação inclusiva. Mais especificamente: 1) Analisar as influencias do Processo de Bolonha na Educação Superior com vistas à Educação Inclusiva. 2) Identificar as transformações na educação superior em Portugal e Brasil a partir do Processo de Bolonha e as Políticas de Educação Especial nos dois países especificas para a formação de professores. 3) Descrever e refletir sobre os impasses...

The Bologna Process From a European Law Perspective

GARBEN, Sacha Margaretha Maria
Fonte: European University Institute Publicador: European University Institute
Tipo: Trabalho em Andamento Formato: application/pdf; digital
EN
Relevância na Pesquisa
66.57%
The Bologna Process, an intergovernmental process of voluntary policy convergence towards a common higher education structure, poses several concerns from a European law perspective. The Bologna Process takes place outside the institutional framework of the EU, while there would have been legal competence to enact the content of the Bologna Declaration as a Community measure. Hence it could be argued that it was illegal for the Member States to avoid the institutional framework of the EC with its built-in checks and balances. They have obstructed the Community in the attainment of its tasks, which is contrary to Article 10 EC. Moreover, there exist several other objections against the Bologna Process, particularly in terms of democracy, transparency and efficiency. The Bologna Process resembles a deal done in a smoke-filled room, and its voluntary character combined with a lack of coordination prevents its effective implementation.

Harmonisation by Stealth: The Bologna process and European higher education law

GARBEN, Sacha Margaretha Maria
Fonte: Instituto Universitário Europeu Publicador: Instituto Universitário Europeu
Tipo: Tese de Doutorado
EN
Relevância na Pesquisa
66.71%
The Bologna Process is a powerful reform movement, aimed at establishing a European Higher Education Area, most specifically by introducing a common standard of a three-cycle Bachelor, Master, Doctorate system for higher education degrees all over Europe. The Process is based on the non-binding Sorbonne and Bologna Declarations, and is a powerful follow-up process consisting of regular Ministerial Conferences and in-between follow-up meetings. In this sense, the Bologna Process is an important de-nationalisation of higher education. However, the strictly inter-governmental Process takes place outside the institutional framework of the European Union, even though all the EU Member States take part. Also the framework of the Council of Europe has been avoided. This exclusion of the European Organisations is remarkable, especially considering the large overlap between the subject matter of the Bologna Process and their activities. Most notably, the Bologna Process deals with diploma and study credit recognition, student and teacher mobility, research, lifelong learning, quality assurance and a European dimension in higher education, which are all well-established fields of activity of both the EU and the Council of Europe. In this way...

The Bologna Process: From a European Law Perspective

GARBEN, Sacha Margaretha Maria
Fonte: Instituto Universitário Europeu Publicador: Instituto Universitário Europeu
Tipo: Artigo de Revista Científica Formato: application/pdf; digital
EN
Relevância na Pesquisa
46.53%
The Bologna Process, an intergovernmental process of voluntary policy convergence towards a common higher education structure, poses several concerns from a European law perspective. The Bologna Process takes place outside the institutional framework of the EU, while there would have been legal competence to enact the content of the Bologna Declaration as a Community measure. Hence it could be argued that Member States have straddled the borders of loyal cooperation by avoiding the institutional framework of the EC with its built-in checks and balances. They have obstructed the Community in the attainment of its tasks, which stands in tense relation to Article 10 EC. Moreover, there exist several other objections against the Bologna Process, particularly in terms of democracy, transparency and efficiency. The Bologna Process resembles a deal done in a smoke-filled room, and its voluntary character combined with a lack of coordination prevents its effective implementation.; Article first published online: 12 February 2010

EU Higher Education Law. The Bologna Process and Harmonization by Stealth

GARBEN, Sacha Margaretha Maria
Fonte: Kluwer Law International Publicador: Kluwer Law International
Tipo: Livro
EN
Relevância na Pesquisa
46.67%
In March 2010, the European Higher Education Area was officially launched, proclaiming the culmination of a ten-year timeframe projected at Bologna in 1999, when the education ministers of 29 European states signed a declaration that would fundamentally influence the future of their higher education systems. Forty-seven countries, including all EU Member States and other countries as far afield as Kazakhstan, now take part in the so-called ‘Bologna Process’. Remarkably, this vast enterprise, which has led to rapid and sweeping changes in almost all higher education systems in Europe, has taken place outside the framework of the European Union and the Council of Europe. In fact, as this important legal analysis shows, it appears that with the Bologna Process the Member States have tried to sidestep the EU’s growing influence on higher education. Although the Bologna Process has generated an impressive literature addressing what it might mean, where it suddenly came from, and how it has become so powerful, until now the legal implications of the process, and its tense relationship with EU law, have been left almost entirely unexamined. This work fills that gap. Among the often controversial issues raised are the following: - avoidance of the democratically legitimate procedures of the EU’s institutional framework for cultural reasons connected with state sovereignty; - the scope of EU legal competence for various kinds of activities in the educational sector; • specific areas of overlap between EU law and the Bologna Process and their implications; • voluntary intergovernmental cooperation as a paradigmatic global shift of internationalization policies in education; - the idea that the university is being redefined...

A implementação do processo de Bolonha: o caso da Universidade de Évora

Zacarias, Maria de Fátima Penetra Antunes
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Dissertação de Mestrado
POR
Relevância na Pesquisa
46.57%
O presente trabalho resultou de uma investigação realizada na Universidade de Évora em que se pretendeu estudar a implementação do Processo de Bolonha na Universidade de Évora desde o seu início, no ano lectivo de 2006/2007 até ao momento em que foram recolhidos os dados em 2008/2009. Para o efeito optámos pela metodologia qualitativa recorrendo a entrevistas (gravadas) que realizámos a órgãos de gestão, docentes e estudantes de diferentes áreas científicas da Universidade de Évora. Em relação aos dados que obtivemos salientamos que o discurso dos sujeitos se organizou em torno de três grandes temáticas: Processo de Bolonha, implementação do Processo de Bolonha na UÉ e impacto do Processo de Bolonha na UÉ. No que se refere à definição de Processo de Bolonha verificámos que os três grupos de sujeitos definem maioritariamente o processo de Bolonha como uma reforma profunda do Ensino Superior e que os estudantes dão mais relevo aos aspectos relacionadas com a mobilidade e a flexibilidade. A nova organização das instituições, as alterações legislativas internas, a racionalização e uniformização do Ensino Superior, as implicações pedagógicas (mudança do paradigma de ensino/aprendizagem e organização em ECTS)...

Learning by the market: regulatory regionalism, Bologna, and accountability communities

Jayasuriya, K.
Fonte: Routledge Publicador: Routledge
Tipo: Artigo de Revista Científica
Publicado em //2010 EN
Relevância na Pesquisa
56.27%
Over the last two decades institutions of higher education have been subject to new modes of regulatory governance. This essay applies a 'regulatory lens' to higher education governance with a view to understanding the sometimes contradictory relationship between the globalisation and regionalisation of higher education and the transformation of the public university. We use the Bologna Process to examine how new regional modes of higher education regulation are creating new forms of 'publicness' that are reshaping the scope, nature and form of public universities. The question posed is: What is the nature of the public good - and the public - in these new regulatory modes of higher education governance? Here, the concept of accountability communities is used to examine the way in which legitimacy is shaped, created and contested within these new modes of governance. Legitimacy secured through accountability communities facilitates membership of a functionally specific regulatory regime as well as the identification and location of public authority.; Kanishka Jayasuriya

O processo de Bolonha, a avaliação da educação superior e algumas considerações sobre a Universidade Nova; Bologna process, higher education and a few considerations about the New University

LIMA, Licínio C.; AZEVEDO, Mário Luiz Neves de; CATANI, Afrânio Mendes
Fonte: Universidade de Sorocaba Publicador: Universidade de Sorocaba
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
56.36%
O presente artigo analisa o que se convencionou chamar de Processo de Bolonha, isto é, a produção de uma "política pública de um meta-Estado para um meta-campo universitário", constituindo-se em uma política educacional supranacional, comum aos estados-membros da União Européia, com vista à construção de um "espaço europeu de educação superior". O processo político e de reformas institucionais, realizado por cada governo nacional, conduzirá ao estabelecimento efetivo do novo sistema europeu de educação superior até 2010, incluindo atualmente 45 países - todos os da UE e outros 18 países europeus não pertencentes a ela. Nesse sentido, por se tratar de um vastíssimo número de "subsistemas nacionais" e de instituições educativas, atribui-se um grande protagonismo às questões relativas à "garantia de qualidade". Analisam-se, igualmente, as recentes transformações na educação superior no Brasil, em que o projeto da chamada "Universidade Nova" e o Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais (REUNI) constituem-se nas manifestações mais claras do reordenamento desse nível de ensino (seguindo os parâmetros de Bolonha), que já experimentara grandes transformações nos governos de Fernando Henrique Cardoso (1995-2002) e teve prosseguimento nos governos de Luiz Inácio Lula da Silva (2003-2006; 2007)...

Políticas pública internacionais : o caso do processo de Bolonha; International public policies : the case of Bologna process

Mauricio Loboda Fronzaglia
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 31/03/2011 PT
Relevância na Pesquisa
56.48%
O estudo do Processo de Bolonha como exemplo de Política Pública Internacional é o objeto dessa tese de doutorado. Tendo suas origens na ação dos Ministros responsáveis pelo ensino superior de 29 Estados europeus, o Processo de Bolonha se caracteriza como uma política pública que tem sua gênese e sua dinâmica de interações constituídas no plano internacional e que tem sua implementação dependente das ações nacionais dos Estados participantes, configurando-se como uma política pública que se desenvolve para além dos limites nacionais do Estado, por isso definida nesse trabalho como uma política pública internacional. A tese se desenvolveu seguindo as diretrizes teóricas e metodológicas da sociologia política da ação pública, concentrando-se na dinâmica de interação (internacional e nacional) de três dos seus principais atores: os Ministros responsáveis pelo ensino superior, as universidades e os estudantes (através das ações das suas entidades representativas européias, respectivamente a EUA - European University Association e a ESU - European Students' Union) de forma a demonstrar que o desenvolvimento do Processo de Bolonha é o resultado de interações constantes dos seus atores.; The purpose of this Ph.D dissertation is to study the Bologna Process...

Bologna Process and Expenditure on Higher Education: A Convergence Analysis of the EU-15

Agasisti, Tommaso; Pérez Esparrells, Carmen; Catalano, Giuseppe; Morales, Susana
Fonte: Universidade Autônoma de Madrid Publicador: Universidade Autônoma de Madrid
Tipo: Trabalho em Andamento
ENG
Relevância na Pesquisa
46.53%
The Bologna Process represents a major example of a political and institutional convergence among Higher Education (HE) policies across European countries. The main fields which are explicitly targeted by such convergence process are: curricula structure, mutual recognition of academic degrees, evaluation procedures. The aim of this work is to evaluate whether it is possible to detect an influence of the Bologna Process on financial resources invested in higher education institutions among the EU-15 countries. We analyse the financial data of HE expenditure in the period 1998-2004 (as the Bologna Declaration was set out in 1998) and, specifically, after the wide implementation of changes in curricula structure in many countries of EU-15 (after 2001). Our approach uses two different techniques: (1) regression models - considering both fixed-effects and random-effects - were used to individuate an eventual “Bologna” effect; (2) then, traditional convergence models (sigma and beta convergence) were employed to analyse this effect in more detail, more specifically to test whether the HE expenditure is converging or diverging in recent years. Our findings suggest that the Bologna Process has had a positive influence on the trend of “expenditure per student” convergence across the EU-15 countries. The estimated speed of convergence is still quite low...

O processo de Bologna e a intensificação do trabalho na universidade : entrevista com o professor Josep M. Blanch

Bianchetti, Lucídio; Blanch i Ribas, Josep Maria
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf; application/pdf
Publicado em //2010 POR
Relevância na Pesquisa
56.41%
Este texto, dividido em duas partes, focaliza o Processo de Bolonha e suas repercussões sobre o trabalho dos professores de universidades europeias, com destaque para o processo de intensificação do trabalho desses docentes. Similarmente ao ocorrido no Brasil, a partir do predomínio do chamado “Modelo CAPES de Avaliação e Fomento”, os professores europeus sentem o peso e os efeitos do denominado “produtivismo acadêmico”. A parte central do texto reproduz entrevista concedida pelo professor Josep M. Blanch, da Universidade Autônoma de Barcelona (UAB). Suas reflexões e revelações a respeito da implementação de Bolonha na UAB, em particular, e nas universidades europeias, em geral, servem como efeito-demonstração da implantação e da (pré)visualização dos resultados de um processo caracterizado pela heteronomia. Também compõe o texto uma breve apresentação, por meio da qual se visa contextualizar a temática da entrevista; This text, divided in two parts, focuses on the Bologna Process and its repercussions for the work of European university professors. It emphasizes the intensification of the work of these professors. As has occurred in Brazil, influenced by the so-called “CAPES Evaluation and Support Model...