**Author details**

Francisco Gilson Rebouças Porto Junior Universidade Federal do Tocantins (UFT), Palmas, Tocantins, Brazil

\*Address all correspondence to: gilsonporto@uft.edu.br

© 2020 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

*Education Systems Around the World*

has its curricula denationalized<sup>2</sup>

of professors1

speeches [33].

(free translation) are created and reinforced. But we cannot fail to realize that, as universities open to a new market, more "technological and technocratic," new demands as "[...] efficiency, productivity, competitiveness, profitability, costbenefit analysis, result evaluation, results-based management" (free translation), never considered before with emphasis in public institutions and in the "doing"

, are reinforced and put in the center of the formative educational

, focused on the continent's future [36, 37].

This new technical-educational-formative vocabulary, mixed with technological elements, consists in a new paradigm of formation, which has teaching as its focus. Formative processes were resignified, creating the perspective of the constitution of a new society composed by competent citizens for a transnational community that

<sup>1</sup> About these changes, Josep M. Blanch, professor of the Universitat Autònoma de Barcelona (UAB), in an interview for Bianchetti [33], highlighted the impacts of Bologna on the teaching work in his institution: "But changing from an 'old' system, based on teaching, masterful, from an university more similar to the German and French type, universal, encyclopedic, with many contents, to a model similar to the Anglo-Saxon, where the reference center becomes the student and not the professors is something complex. ECTS credits are no longer counted in the professor-hour system (basic reference of the system based on the professor's 'teaching'), but in student-hour system (rhetorical reference of the system based on the student's 'learning'). An old credit meant 10 professor-hours, more or less. Now, a new credit becomes 25 student-hours, which depending on the subjects, might be seven professor-hours, ten hours of fieldwork and eight hours in the library depending on the subject or content, if it is more theoretical, practical or experimental. Therefore, this is a change of concept. [...] about this I calculate that the transition from the modern system to the post-modern, from the old system to Bologna system, I assume – talking about my work field – a 30% work increase, at least, which clearly should imply 30% more in means, human, technical, and material resources, not to mention the difference between the linear and diachronic time of the 'thesis that traveled by boat' in the 1980s and the synchronic and instant time of the archive that

<sup>2</sup> The project *TUNING Educational Structures in Europe*, which began in May 2001, had as its aim obtaining a degree of convergence in the European Union and in the higher education systems in the block countries. Five major areas were the focus: mathematics, geology, management, history, and education science. The program's aim was to define professionally accepted parameters in these major areas.

**6**

'travels' through internet" (free translation).
