As part of this contribution, we will present some elements for reflection. on the relations currently established between investigations on the analysis of practices in learning teaching situations and higher education. Based on inputs the historical cultural paradigm of Russian school (VYGOTSKI; LEONTIEV, Luria), and of the anthropological perspective in teaching clinics (CHEVALLARD, SENSEVY), we will show how they are analysed today, the processes that link teachers’ mediating action; and from learning teaching tasks to the development processes of the person.