In pedagogical sciences, the cycle of teaching and learning has been argued from different educational paradigms: behaviorist, constructivist, and positivist, among others. Hence, in this field discussions have progressed significantly leading onto further debates and reflections regarding the role of the teacher and the student in the process of knowledge formation. However, only in the last two decades a social sciences perspective concerning University teachers' methods of teaching and student's processes in learning, has been installed. This study aims to characterize the social research methods of teaching and learning from the teachers' and students' perspective, taking as a case study the Faculty of Social Sciences of the Catholic University of Temuco. An institution inserted in a vulnerable local and regional context, with students of low social, economic and cultural capital. From a between methods triangulation it was obtained that scholars use different teaching strategies in order to address the students' shortcomings, being positively valued by the latter. Then arises the relevance of realizing studies in similar contexts for social sciences.