Learning at Institution of Higher Education versus the Teacher’s Role in Classroom

Rosemary Barbosa da Silva Moura¹ and Luiz Artur dos Santos Cestari^2,

¹Management and Business Line, Federal Institute of Northern Minas Gerais, Pirapora-MG, Brazil

²Department of Philosophy and Human Sciences, University of Southwestern Bahia, Vitória da Conquista-Ba, Brazil

Cite this paper:
Rosemary Barbosa da Silva Moura and Luiz Artur dos Santos Cestari. Learning at Institution of Higher Education versus the Teacher’s Role in Classroom. American Journal of Educational Research. 2017; 5(7):762-769. doi: 10.12691/education-5-7-11

Abstract

The choice of issue has been an attempt to set on a dialogue about the desire which accompanies many teachers to correct their pedagogical routine in what specifically refers to "teaching", since teacher often takes on the exclusive duty of "making" those who have been entrusted to him during the journey of learning process to get succeed. Motivated by searching of professional success, teacher is taken by a wish to find a teaching "method", a right way to teach, to perform a dynamic, due to the belief that in that space of classroom the student should reach the maximum of learning. Thus, we wanted to bring a counterpoint between theories of learning styles, specifically the theory of experimental learning by David Kolb, who is expert in proposing methods for mapping student learning styles and propose teaching methodologies versus an approximation of some works of French philosopher Gilles Deleuze who in his way of thinking education has broken all those paradigms.

Keywords:
learning learning styles higher education

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