The first cycle degree in Educational Sciences at Porto University's Faculty of Psychology and Education (FPCE UP) has been reorganized, in 2006/2007, according to the guidelines set by the Bolonha Process. That meant, among other aspects: i) an increased attention to training processes, within a paradigm which sees each student as an active agent of knowledge construction processes (Altet, 1999, Coll, 2001, Zabalza, 2006); ii) using learning evaluation procedures which understand evaluation as a training device (Nunziat, 1990, Abrecht, 1994, Leite and Fernandes, 2002); iii) implementing tutorials as moments supporting the process of constructing meaningful learning (Altet, 1999, Powell, 2006) and as spaces for sharing and discussing ideas that would lead to reflecting on knowledge's social usefulness; and, iv) focusing on developing competencies (Lessard, 2006, Wittorski, 2004) regarding students’ abilities to take responsibility in decisions about managing their individual and collective professional development. These guidelines, it can be noted, presuppose training to be organized around students and using curricular processes and pedagogical devices (Bernstein, 1993) which engage those same students in configuring learning communities. In doing so we follow Meirieu (1988:75) when he speaks of a "philosophy of the student as subject, (and of) a pedagogy of autonomy as an ability to direct on his/her own, progressively, his/her own learning". In line with these ideas, we used online forums where students participate affirming their opinions, basing them in theoretical positions and incorporating the opinions of other students. The route followed rests on the weekly discussion of a topic related to the contents being presented in class. At the end of the week, in class, a balance of the participation in the forum is made collectively and its significance to learning is discussed. At the same time, each student constructs his/her own training narrative, overseen in the tutorials, and integrating with his/her forum participation and the debates the forums offered. Taking this concrete situation as reference we analyse the possibilities and limits of forums as a pedagogical device (Bernstein, 1993, Leite, 2002) capable of inducing a new curricular grammar and a new way of conceiving evaluation.

We based our research in the above mentioned narratives constructed by students during the term. Trough narravite content analysis we aim at understanding the meaning of this pedagogical device. We also aim at contributing to the construction of an evaluation device.

.To contribute to develop processes of collective reflection of the students on the fulfilled apprenticeships (learning outcomes); To contribute to improve the results of the apprenticeships of the students (learning outcomes); To deep knowledge on the use of online forums in the teaching’s process in higher education; To produce recommendations on the pedagogical processes that involves students in their own learning.