Estudo e educação superior: revisão de literatura sobre concepções presentes nas pesquisas

Abstract

This article aims to understand how the study has been discussed, especially in the field of university education. The research is based on Bernard Charlot (2021) theory of the relationship with knowledge and Paulo Freire (2001) emancipatory perspective, understanding study as a formative experience that involves the meaningful appropriation of knowledge, the construction of meaning, and the critical formation of subjects. Methodologically, it is a systematic literature review conducted on the Scielo, Google Scholar, and Capes Thesis and Dissertation Catalog platforms, considering Brazilian publications between 2020 and 2026. After the exploration, mining, and refinement stages, three articles that directly addressed the conceptions of study in higher education were selected. The results indicate that, although they present different theoretical and methodological approaches, the works converge in understanding study beyond memorization and the instrumental acquisition of content, associating it with the relationship with knowledge, the mobilization of students, and human formation. It is concluded that study is conceived as a formative and critical experience, capable of contributing to the broadening of ways of understanding the world, others, and oneself, while at the same time highlighting the scarcity of research that directly investigates the meanings attributed by students to the act of studying at university.