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The formation and the development of knowledge, in the field of Higher Education will occupy a privileged place in social and productive development agenda. Naturally, this formation, its quality, its contents, as well as the ways of generating knowledge, will require approaches, conditions and resources for formative practice, in good measure, different from the current ones. If it aspires to form the best students , perhaps the best teaching processes should also be implemented. This text contributes arguments and resources, elaborated from teaching practice, to foster independence in students with regard to their own learning, independence understood as a relevant indicator of its quality.
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