Student Perspective on Teaching and Learning in Real Science and Humanities: A Comparative Study

A current issue is the finality of education. Many teachers in pre-university education limit themselves in the instructive-educational process to strictly following the school programs, creating personal portfolios, and omitting to pay attention to the quality of the process itself. The relationship between the three types of curriculum taught-learned-evaluated- raises an alarm signal regarding the informational baggage that students are left with at the end of a lesson, a cycle, or a level of schooling. Currently, education aims to achieve the educational ideal which presupposes: “the free, integral, and harmonious development of the human individual, in the formation of an autonomous personality and the assumption of a system of values necessary for personal fulfillment and development, for the development of an entrepreneurial spirit, for active citizenship participation in society, for social inclusion, and employment on the labor market” (LEN no.1/2011, art. 2, para.3). In this sense, it is necessary to reconsider the role that teachers hold in the development of an individual who conforms to the desired societal model. Moreover, the perception that students have concerning certain subjects is projected onto the teacher's image.