Desenvolvimento Profissional Docente e Educação Médica no Brasil: acepções, contradições e reverberações do Processo de Bolonha

This article results of doctoral research carried out in a partnership between Brazilian and Italian public universities and aims to expand the discussion on the reverberations of the Bologna process (PB) in Brazilian medical education, especially regarding the didactic-pedagogical aspects that directly impact the teaching activity in the teaching and learning process and its relationship with faculty development. Established to meet the modernization needs of European higher education, PB aligns itself with the interests of capital and neoliberal ideology, investing in the design of professional training for skills, oriented to the demands of the labor market. This education model has emptied the social, cultural, value, and political dimensions related to training and teaching. Despite this, a new paradigm of teaching and learning and university teaching has emerged, anchored in more active forms of knowledge construction. To meet new demands, it is essential to promote teaching learning in genuine institutional spaces for faculty development.