The antinomies of post Bologna’s higher education: critical appraisals on the “social dimension” of the reform

Abstract

This chapter seeks to reflect critically on the (indirect) effects of Bologna’s Process namely associated with the teleological orientation of what is taught and researched in high education institutions, as well as the impact of these debates in extra European countries like Brazil. Additionally it is discussed the presupposition of equality in the access and attendance of high education in the European higher education area and the issues associated with the so-called social dimension of the Bologna Process, either in a historical, or substantive perspective.