Resumo: Este estudo busca analisar algumas configurações da relação ensino-pesquisa em transição paradigmática no ensino Palavras-chave: Didática do ensino superior; transição paradigmática; ensino-pesquisa; ensinagem; professor-aluno.
Abstract:The aim of this study is to carry out a qualitative analysis of some aspects of the relationship between teaching and research in higher education focusing on its implications for the relationship between teachers and students as well as for teaching and learning strategies. This research comprised three teachers in the following subjects: Didactics, Curricular Apprenticeship in Art-Education and Education Principles. Our paper is based on the studies of Cunha (2005; on paradigm shift in higher education as well as on the studies of Demo (2004;2005; and Freire (1998). The result showed that teachers are concerned with keeping students active in the process of knowledge building since they have considered students' prior knowledge as a starting point for the pedagogic work. In consequence, teaching and learning strategies are characterized by the problematization of students' prior knowledge and by the encouragement to the development of small investigations by students.
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