Resumo

VENTURA, Ana Clara  e  MOSCOLONI, Nora. Teaching and learning styles at higher education: social and cognitive dimension of stylistic approach. Psicol. Conoc. Soc. [online]. 2015, vol.5, n.1, pp.82-109. ISSN 1688-7026.

The aim of this paper is to describe the learning and learning styles and degrees of harmonization and modes of relationship by academic field and study year (first, third and fifth). The sample, selected intentionally, consisted of six groups composed by students and teachers: three of Psychology and three of Engineering. Learning and teaching styles were differentiated across academic field: preferences intuitive-reflective-verbal-global in Psychology, and preferences visual-sensory-active-sequential in Engineering. Regarding stylistic associations, learning styles tend to harmony with teaching styles, especially in upper level of academic training . In this sense, it is possible to infer that such harmonization was caused by some change in the preferences of the students on track toward alignment with the dominant styles of their teachers.

Palavras-chave : Stylistic approach; Harmonization process; Changing students learning styles.

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