Abstract:
The Bologna Process (Processo de Bolonha) was legislated in Portugal in 2006 through the Decree nº 74/2006 (Portugal, 2006). This Law announced the need to change the traditional teaching method which focused on knowledge transfer to a method centred on student learning. This Process demanded a higher education curricular organization and a teaching reconfiguration supported on a new conception of the students' work and roles. This article is based on the problem mentioned above which highlights the impact that the Bologna Process had on teaching methods and professors' workload. For that reason, after characterizing political measures resulting from the Bologna Process, the article analyses data collected from the Porto University professors about the relationship between the proposed changes and the conditions for their concretization.
Keywords:
university teaching; Bologna process; curricular reorganization
