Abstract
This study has the objective of investigating the relationship between the practice of research and the practice of teaching in the university environment. It seeks to establish and analyze the performance of academic research directed toward the process of constructing knowledge in undergraduate courses. As such, it aims to discover and understand how the interface between research as knowledge production and the practice of teaching is made within the classroom. Specifically, the purpose is to contribute to the development of new forms of the teaching-learning process. The anthropological and epistemological roots of school knowledge are studied as founding elements of learning and teaching and, consequently, of related didactic behavior. Teaching requires the institutional practice of research, not only for strengthening its cultural and scientific content, but also to define the way it constructs school knowledge.
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