This article presents results of a study that researched the preferences of undergraduates by signatures and tasks understood like learning contexts. The analysis of the data reveals little sensitivity of the students to perceive and to value the autonomy like contextual characteristic tied with its preferences with their preferences. The discussion emphasizes the importance of the representations of the professional roll sustained by the students and the valuations on the autonomy, like personal and contextual aspects that allow one better understanding of the academic motivation.