The implementation of that Bologna Process dictates the
development levels of social, human and economic growth,
in order to respond to the crisis and the growing increase
in youth unemployment, resulting in graduate employability.
The need for changes in the educational paradigm is emerging, in
dimensions of educational processes quality in higher education,
in the scientific, pedagogical and human dimensions, taking into
account the current social challenges. In this sense, this chapter
offers a current reflection on the search for a new meaning
in the act of teaching, learning and research, in an attitude
that transforms, learning from living experience, reflecting
on the paths that the phenomenological method points to
didactic- pedagogic in higher education and contributing to the understanding of subjectivity, from which emerge aspects of
the human being singularity and its essence as a possibility of
reading the reality, the phenomenon and the lived experience,
without forgetting the objectivity that permeates it.