Educação superior na idade média (1200 a 1500) e práticas pedagógicas: heranças e contribuições à contemporaneidade

Abstract

The dissertation in question investigates higher education during the Middle Ages (1200-1500), focusing on the pedagogical practice of the University of Bologna and its influences on contemporary education. The general objective is to present what we have inherited from the medieval world (1200-1500) regarding higher education, based on the University of Bologna, which is still present and/or could be something productive for contemporary pedagogical practices? In order to achieve the proposed general objective, the following specific objectives are delimited: a) Describe the 13th to 15th centuries in terms of their social and educational transformations; b) Explain the birth of universities in the Middle Ages and their main characteristics, especially the University of Bologna; c) Describe the structure of the first universities during the period from 1200 to 1500; c) Elucidate the legacies and contributions of the University of Bologna to contemporary pedagogical practices. He main theoretical contributions used were: Jacques (2003); José Francisco (2000); Nunes (2018), Ullmann (2000), Haskins (2015), Jerpgagnon (1992), Jacques Le Goff (1964), Marc Bloch (1939) and Verger (2001). The methodology used in this research is a qualitative approach (Biklen; Bogdan, 1994) and corresponds to a bibliographical research and procedure. Throughout this dissertation, we have highlighted the emergence and continuity of an educational institution of great importance, which persists to this day. It is well known that institutions only last as long as they can adapt to the demands of their historical time, otherwise they run the risk of disappearing. The continued presence of this university in academic life is testimony to its ability to evolve, anticipating and meeting the needs of individuals. In the course of the research, the focus was on answering the central question, which demonstrated the pioneering spirit of the University of Bologna in implementing concerns in various areas, such as, among others, laying the foundations for the structuring of academic study cycles, promoting the standardization of credit systems, the integration of research and teaching, as well as guaranteeing quality and curricular flexibility itself, allowing for internationalization and academic mobility. Its teaching model, based on faculties and departments, structuring teaching in specific chairs, demonstrated its effective organization for managing and generating knowledge. Alongside this, it created an administrative structure, involving deans, professors and students in its academic decisions. This pioneering spirit continues to influence and shape the contemporary academic environment. It is important to note 12 that although some of the practices adopted back then are not widely used today, one cannot ignore the fundamental role of the University of Bologna in shaping the existing educational system and how its legacy inspires the global academic community.