REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

With the Bologna Declaration in 1999, the European Union has unleashed, the reform of Higher Education Institutions (HEI), aiming at the creation of a European Higher Education Area, with the goal of improving the quality of teaching-learning processes. In Portugal, the concern in the pedagogical evaluation of the Professors in Higher Education as a process of personal and professional development is, within the framework of educational policy, of great relevance. Thus, the practice of pedagogical supervision in the classroom context should be generalized in Higher Education establishments, as a strategy of professional development and support to the reflection on teaching practices. The question that arises here is whether the objectives to improve teaching, learning and quality of the school organization, involve, necessarily and exclusively, the use of supervisory procedures. We don’t believe so. We stand for the peer interaction, which results in a sharing of knowledge, without hierarchies, and a collaboration of efforts focused on improving the teaching practice and student learning. A qualitative research was carried out, using narrative analysis, supported by webQDA® software, which resulted in the production of a grid to support the peer interaction work.