Nowadays, we are assisting to several changes in various spheres of our lives and being requested to give continuous and suitable answers to multiple questions, demands and challenges. Globalisation and its consequences are only one face of the coin. This knowledge society can not just be understood or reduced to the knowledge economy. The «supercomplexity» (Barnett, 2000) that defines this «unknown world» (Barnett, 2004) needs to be a stimulus to enhance an «understanding society» or a «wise society» (Barnett, 1994). Consequently, this world of change requires from all of us an appropriate contribution and an active involvement in any role that we have to play. Only then we can improve not only our personal but also worldwide future that is being permanently (re)constructed, as well as strength our universal citizenship. Consciously, we know the importance that educational institutions have in the development and enhancement of global society, economy and worldwide labour market, which are permanently changing. Therefore, all citizens ought to prepare themselves with proper tools to face the constant «life-world becoming» (Barnett, 1997). And, in fact, Higher Education Institutions (HEI) have an «unique role», contributing «to the renewal and further development of the whole» educational system (Hughes, 1998). Moreover, they are facing a complex, competitive, and many times problematic reality and this needs innovative readjustments and answers. «In fact universities have always been changing, although at times rather slowly.» (Radford, 1997). However, today the demands are increasingly high and urgent. It was within this emergent reality that the Bologna Declaration was signed in 1999 by 29 countries. Even though it is understood mainly as a political answer to the newest and worldwide challenges, it fosters a paradigm shift in many fields of Higher and Lifelong Education: teaching, learning, knowledge, research, curriculum, students, teachers, academia, structures, formative pathways, relationships between stakeholders… So, major changes in HEI are being introduced and developed, and Bologna reforms are still in progress in many European countries. Portugal is not an exception, and this continues to be a very delicate subject, due to the emergence of several and different points of view among academics and politicians. Actually, in our country, we can find many diverse discourses about the Bologna Process and its demands (Crespo, 2003; Costa, Santos & Simão, 2005). Even today, this is a “hot” subject to which is given a great importance. With this paper, we purpose a more theoretical approach to the Bologna Process, focusing our study on Portuguese discourses and documents. Nevertheless, we will frame them with a clarified and systematised analysis of Higher Education and Lifelong Learning policies published by European reports which are centred on the Bologna progress. Thus, we intend to analyse the Portuguese Bologna discourses through some dialoguing perspectives: (i) the political voice of the Ministry of Higher Education and of the emanated Law-Decrees; (ii) the voice of the group of “Bologna Experts”; (iii) the voice of some polemic academics; and finally (iv) the voice of the University of Aveiro, some of its teachers and researchers. To conclude, we will underscore the “evolution” of all these voices through these last few years, questioning the future of Bologna ideas, discourses and practices in Portugal.