Processes of Construction of Student Autonomy in the Context of Higher Education

The study, with a qualitative approach, adopts semi-structured interviews in the production of data and aims tounderstand from the representations of teachers of the Bachelor of Administration course at ``Universidade Estadual de Feira de Santana``(UEFS), how the teaching practice of these subjects contributes to the formation of student autonomy.The results indicate that these professionals, for the most part, did not have, in their initial or postgraduate training, subjects related to university pedagogy, which would help them in teaching.We found that they demonstrated to be influenced by instrumental rationality, marked by the traditional paradigm.Therefore, continued teacher training is necessary, so that they can develop experiences in the classroom that contribute to student autonomy.