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This article is the result of a Master Research in Education in Science that was presented in December 2015 at a University of Rio Grande do Sul state Northwest. Their goal is to understand the mediations that teachers and students have with content classes Algorithms in higher education. Through ethnographic research conducted simultaneously in two distinct classes of this discipline, it was revealed that teachers are teaching techniques and not the development of strategies, which can not stimulate and develop metacognition in students. Can not teach according to the procedural nature of the algorithm seems to be one of the most significant barriers that make it difficult for teachers to change the way of working that content in class.

Mediações que os professores e alunos estabelecem com o conteúdo da disciplina de Algoritmos de cursos superiores: estudo de caso