Classes, as a critical teaching-learning process in the school culture, remain, essentially and for the most part, without fundamental changes, following the sequence: presentation of the contents by the teacher, and implementation of these contents in a very theoretical way (highly based on the resolution of exercises, either through worksheets and manuals or through the preparation of written assignments, with or without their oral presentation). This position paper offers another teaching model that reverses this sequence, starting from the student's autonomous work and concluding in the materialisation of the knowledge and skills attained, always with the teacher's support -- the flipped teaching method. Through a collection and selection of articles on this topic, concurrently with the authors' experience in training in higher education, and also in the monitoring of students' pedagogical internships, the authors describe and analyse flipped teaching, as well as its limitations and challenges. The results of this analysis suggested that flipped teaching has a high potential in student learning regarding the development and attainment, by them, of specific and transversal competences necessary for the 21st century, in terms of their employability, entrepreneurship, innovation, literacy and contribution to sustainable development.