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Advisor(s)
Abstract(s)
Nos anos 90 iniciou-se, no continente europeu, um movimento que em 1999 culminou com a declaração de Bolonha. Esta declaração visava essencialmente criar um espaço europeu de ensino superior com o objetivo de assegurar maior mobilidade e competitividade e promover o desenvolvimento socioeconómico no espaço europeu. De lá para cá, iniciou-se na Europa uma série de reformas nos sistemas nacionais do ensino superior. Fora da Europa, mais concretamente na América Latina e África, também houve reformas que refletiam as mudanças que iam ocorrendo na Europa. As instituições do ensino superior reestruturaram os seus curricula para os alinhar com o Modelo Curricular de Bolonha assente essencialmente em metodologias ativas, desenvolvimento de competências e aprendizagem ao longo da vida. Os planos curriculares e as práticas pedagógicas, das instituições que aderiram ao Modelo de Bolonha, passaram a ter aspetos comuns para facilitar a compreensão e o reconhecimento mútuo, para assegurar maior mobilidade de estudantes e docentes e garantir a empregabilidade de graduados no mercado internacional, independentemente do país ou instituição em que teria estudado. Através da Lei n° 27/2009, de 29 de Setembro de 2009, o ensino superior moçambicano entrou na onda das referidas mudanças. Com o estudo que realizámos, interessava-nos identificar as alterações feitas nos planos de estudos e nas práticas pedagógicas e a perceção dos atores institucionais, sobre essas mudanças numa instituição de ensino superior moçambicana, especificamente na Universidade Católica de Moçambique (UCM). Para concretizar o nosso estudo, optámos por fazer um estudo de caso seguindo uma abordagem qualitativa de base interpretativa. Recorremos à análise documental, discussão de grupos e à entrevistas para recolher dados empíricos e à análise de conteúdo para analisar os resultados. Definimos três categorias de sujeitos -membros de direção, docentes e estudantes de três diferentes faculdades para constituir o nosso grupo de participantes. Analisados os resultados concluímos que de facto a Universidade introduziu alterações de vária ordem nos planos curriculares e nas práticas pedagógicas conforme o Modelo de Bolonha exceto na Faculdade de Medicina. As alterações fundamentais implicaram a introdução do Crédito Académico e aspetos de forma na organização dos planos de estudos. Embora não houvesse consenso sobre a duração de 3 anos do primeiro ciclo e a redução do tempo de contacto em sala de aula, considerámos que, em outras matérias verifica-se uma tendência geral para o consenso. Constatamos haver ainda focos de utilização de modelos tradicionais baseados na transmissão que resultam de falta de domínio de novos métodos de ensino e turmas numerosas. Percebemos também que houve pouca preparação para a mudança, não obstante terem sido dados passos significativos para adoção do novo modelo curricular.
In the 1990s a movement that culminated with the Bologna Declarations started off. The Bologna Declaration aimed at the creation of a European Higher Education Area (EHEA). The objective was to ensure the competitiveness of european a higher education and promote de social and economic development of Europe. From there on, a series of education reforms started in Europe. Outside Europe, particularly in Latin America and Africa there were also reforms in higher education that reflected those taking place in Europe. Higher education institutions restructured their curricula in line with the Bologna Model based essentially on student centred methodologies, development of competencies and on lifelong learning. These institutions adopted curriculum structures that facilitate understanding and mutual acknowledgement of degree and ensure the mobility of lecturers and students and the employability of graduate regardless of the country or institution they went. Through the law n° 27/2009, of 29 of September, 2009 the government of Mozambique introduced changes in its higher education system, by so doing entering in the change movement. It is in this context that we undertook this study in order to identify the changes that a University made in their program structures and pedagogical practices. More so we were interested in understanding the perceptions of the key actors management, staff and students about the implications of the referred changes. To undertake the study, were opted for a case study method and a qualitative approach. We used document analyses and interviews to collect data and a content analyses method to analyze the results. We define three categories of participants, namely: management, staff and lecturers from three faculties. Our results reveal that the institution has made various changes in line with the Bologna Process except in the faculty of medicine where they introduced the credit system and the organizations of study programs in line with the Bologna requisites. Although there was no consensus on the three year duration for the first cycle of studies and the reduction of contact hours in the classroom, there seems to be consensus in other aspects. We have realized that some old methods still prevail, especially at the level of pedagogical practices. This reflects some lack of knowledge for dealing with the new methods and difficulty in dealing with large classes. We got the impression that there was little preparation for the changes; nevertheless significant steps were taken towards the adoption of the new model.
In the 1990s a movement that culminated with the Bologna Declarations started off. The Bologna Declaration aimed at the creation of a European Higher Education Area (EHEA). The objective was to ensure the competitiveness of european a higher education and promote de social and economic development of Europe. From there on, a series of education reforms started in Europe. Outside Europe, particularly in Latin America and Africa there were also reforms in higher education that reflected those taking place in Europe. Higher education institutions restructured their curricula in line with the Bologna Model based essentially on student centred methodologies, development of competencies and on lifelong learning. These institutions adopted curriculum structures that facilitate understanding and mutual acknowledgement of degree and ensure the mobility of lecturers and students and the employability of graduate regardless of the country or institution they went. Through the law n° 27/2009, of 29 of September, 2009 the government of Mozambique introduced changes in its higher education system, by so doing entering in the change movement. It is in this context that we undertook this study in order to identify the changes that a University made in their program structures and pedagogical practices. More so we were interested in understanding the perceptions of the key actors management, staff and students about the implications of the referred changes. To undertake the study, were opted for a case study method and a qualitative approach. We used document analyses and interviews to collect data and a content analyses method to analyze the results. We define three categories of participants, namely: management, staff and lecturers from three faculties. Our results reveal that the institution has made various changes in line with the Bologna Process except in the faculty of medicine where they introduced the credit system and the organizations of study programs in line with the Bologna requisites. Although there was no consensus on the three year duration for the first cycle of studies and the reduction of contact hours in the classroom, there seems to be consensus in other aspects. We have realized that some old methods still prevail, especially at the level of pedagogical practices. This reflects some lack of knowledge for dealing with the new methods and difficulty in dealing with large classes. We got the impression that there was little preparation for the changes; nevertheless significant steps were taken towards the adoption of the new model.
Description
Keywords
Planos curriculares Práticas pedagógicas Reestruturação Métodos centrados no estudante Curriculum baseado em competências Study programs Pedagogical practices Restructuring Student centered methods Competence based curriculum