O ensino superior na atualidade e os desafios da aprendizagem: teorizações e prática docente

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.