Abstract
This article presents an ensemble of reformulations which took place in higher education in the context of the Bologna Process, taking into account the transformations in the capitalist system, which made relations of production more flexible, especially when it comes to the training of the worker. Seen in these terms, a historical and conceptual debate about the model of skills will be presented, from a critical perspective. At the same time, the role of knowledge in the globalization process is highlighted so that, from that point on, it is possible to demonstrate how Europe promoted a wide educational reform through the Declaration of Bologna. The document was created, amongst other reasons, to orientate the necessary changes in European higher education in order to guarantee its competitiveness in the global dynamics. Thus, some guidelines established by the Treaty for the renovation of the European university curriculums are discussed, based on the definition of general and specific skills, linking those guidelines to the demands of the labor market. By establishing skills, the project predicts that the contents must be organized in order to meet, not only instruction, but also the didactic strategies which will favor the learning process, abiding by what is asked in the professional profiles. Finally, this composition aims to arouse reflections on the modifications of the European education policies, by explaining how the discussion about the model of skills exerted some influence on the process of delimitation of the adopted strategies.
Bologna Process; Higher education; Qualification; Model of skills