The human factor as a differential in the teaching learning relationship: sense built on the Bologna Process in higher education

Abstract

The implementation of that Bologna Process dictates the development levels of social, human and economic growth, in order to respond to the crisis and the growing increase in youth unemployment, resulting in graduate employability. The need for changes in the educational paradigm is emerging, in dimensions of educational processes quality in higher education, in the scientific, pedagogical and human dimensions, taking into account the current social challenges. In this sense, this chapter offers a current reflection on the search for a new meaning in the act of teaching, learning and research, in an attitude that transforms, learning from living experience, reflecting on the paths that the phenomenological method points to didactic- pedagogic in higher education and contributing to the understanding of subjectivity, from which emerge aspects of the human being singularity and its essence as a possibility of reading the reality, the phenomenon and the lived experience, without forgetting the objectivity that permeates it.