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It is still common to find those in the teaching staff whose pedagogical practices are conservative, working with traditional perspective of reproduction of knowledge. In the past, Rogers (1972) has developed a list of 10 implicit assumptions in the educational programs were considered to be paradigms, which were supposed to be combated. Thus, this article aims to identify whether the current higher education teachers still believe in those assumptions. Therefore, it was carried out the field a research of exploratory nature, applied to 40 teachers of higher education. Furthermore, it was compared the teacher view according to the experience time; and the teachers' vision with the students' vision.

O “ser” e o “fazer” docente no Ensino Superior na perspectiva do legado de Carl Rogers