A lot of research in the field of Sociology of education has sought to analyze to what extent the socio-cultural and economic assets, the attitudes and the educational projects of families can fuel a greater integration of students in school culture and its academic success (Bourdieu 1970; Montandon et al., 2001; Ball, 2003). Many others have sought to understand, on the other hand, the implications that management and collective work and leadership styles have on the exercise of teaching work and on students educational attainment (Bressoux, 1994; Cousin, 1998; Hayes, 2006). Still others, in turn, have focused on understanding the various dimensions intrinsic to the school work that affect students, demonstrating for example, how the behaviours and attitudes of teachers benefit some students and how they experience their craft of student (Perrenoud, 1999;Meirieu, 1998;Sirota, 2000; Barrere, sd), how the process of school review and trials produced by professors constitute a floating and uncertain exercise built "locally" (Hadji, 1994; 2001; Dubet, 2005), and how the "school" is built, not only through students actual work, but also through the way  it unfolds pedagogical communication. or produces, between teachers and students, positive expectations for school performance (Coulon, 1990; Reay, 2005; Connell, 2010). But these polls, deal only with school work at primary or secondary level. Little is known about the dynamics produced in the interior and exterior of classrooms, between University lecturers and students, that may provide better learning and academic results. Little is known about the organizational, pedagogical-didactic and evaluation strategies that students value most and consider important to obtain good ratings and how they perceive their student experience. From the analysis of  students ' point of view, we will present, in this communication, the results of an intensive case study conducted at the University of Lisbon in order to unravel these dimensions. We will equate the nature of the pedagogical-didactic practices developed by teachers, the methods of assessing applied and the specificity of work inherent to specific school curricular areas. We will emphasize in what extent and circumstances students are invited to participate more actively in the teaching-learning process and how that drives them to allocate more sense to school work. We explore the importance students attach to the relational dimension of teaching activities. Finally, we will demonstrate how the school work in higher education is a social activity that, as a rule, remains subject to institutional, pedagogical and didactical arrays based on tradition of masterly teaching, revealing itself problematic for most students. Still, the fact that we have observed, in some disciplines taught at the University of Lisbon, the existence of practices of teaching, learning and assessment involving students directly and have positive effects on their academic results, allows us to conclude that it is possible to develop a job in higher education which seeks to reconcile the interests and needs of students with the most noble objectives of production and transmission of University knowledge.

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