Abstract
This article presents and discusses the results of a literature review that was conducted in order to understand ambivalences observed in reflections on the research–teaching nexus. As a result of this literature review, it is possible to attribute these ambivalences to the mixed use of two approaches: on the one hand, a functional approach that regards research as a tool in the learning environment in order to develop competencies that are functional for the knowledge society, and, on the other hand, an idealistic approach that regards research as a process of edification and understands academic education as participation in research. This article examines these two approaches and discusses the critical issues that have to be taken into account in order to deal with the ambivalences.
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