This paper aims to analyse different theoretical contributions related to learning
processes and establish the links between these concepts and teaching practice
in higher education. This discussion becomes relevant in the context of the
current reorganisation of universities and their practices, the contradictions in
which demonstrate the epistemological dimension of this level of education.
It questions not only what you learn, but also why and, especially, how we
learn, in a perspective in which learning and teaching are inseparably related.
Thus, the paper discusses the contributions of interactionist approaches
such as the psychogenetics of Jean Piaget, the historical-cultural approach
of L. S. Vygotsky and the cognitive flexibility of Spiro. Based on these theories
we discuss various teaching strategies, including the cases method and
autobiographical narratives, as offering the potential for shared construction
of meanings in contexts of interaction, mediation and complexity, in which
students and teachers are able to participate in an emancipating process.
Authors
Lopes, Denise Maria de Carvalho
Vaz-Rebelo, Maria da Piedade Pessoa
Pessoa, Maria Teresa Ribeiro
Other Author(s)
Universidade de Coimbra. Faculdade de Psicologia e de Ciências da Educação (ed. lit.)
