Of inspirations and resonances

thinking practices and textual production in a teaching-learning process

Abstract

The aim of this article is to report on a pedagogical experience carried out during a PhD Seminar in Sociology at Faculty of Economics, University of Coimbra (FEUC), Portugal. The seminar was structured as a cycle of lectures aimed at challenging the traditional expository and unidirectional teaching method, fostering an approach that encouraged students to move beyond a passive role and adopt reflective, critical and creative positions. This article seeks to explore the reverberations of this form of learning. It presents part of the outcomes of this pedagogical experience by reporting on the repercussions of one of the conferences. The study was conducted as collaborative research, which involves the co-construction of knowledge between the researcher and the participants. The article offers three autonomous interpretations of the knowledge shared during the conference, highlighting how each participant engaged with the activity differently. These interpretations demonstrate, on the one hand, the diverse ways in which the lecturer's speech was understood, and on the other, how each student’s appropriation of knowledge was shaped by their epistemological and methodological reflections, as well as their individual research trajectories. This approach not only forested autonomy in the learning processes but also contributed to building a more dynamic and creative academic environment.