Written Production for (from) the Undergraduate Course in Post-Bologna University Context: a Critical Overview

Abstract

This article aims at describing the agentivity of the main protagonists (students and teachers) in the proposals presented by the Bologna Declaration, in its Decree-Law 74/2006, of March 24, and by the programs implemented in the Faculties of Law of Portuguese public universities. Following the theoretical approach of Sociodiscursive Interactionism (BRONCKART et al, 2004), the Rhetoric of Action as pointed out by Miller (1984) and Bazerman (2006) and the descriptive contributions developed by Fillmore (1975, 1977), we can observe that, in the documents, the main agents are represented by syntactic-semantic roles that would not be expected in these texts. Such a finding may attest to the existence of a differentiated semiotization between language over work and language as work, concepts developed by Nouroudine (2002). The aim is to show, through a certain descriptive point, that the ‘intended’ goal of the Bologna Declaration itself, to stimulate a greater participation of the student in the learning process, in order to make it more autonomous and more easily employable in the European context, can be seriously compromised.