Para além da aula jurídica tradicional: análise da formação pedagógica dos professores de direito como um caminho possível

• Autor(a) principal: Francischetto, Gilsilene Passon Picoretti
• Data de Publicação: 2018
• Outros Autores: Pinheiro, Priscila Tinelli
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório da Faculdade de Direito de Vitória
• Texto Completo: http://191.252.194.60:8080/handle/fdv/631
• topic: Aula jurídica; Formação pedagógica; Ensino de Direito; CNPQ::CIENCIAS SOCIAIS APLICADAS::DIREITO

The precariousness of the legal class is a phenomenon that is present in most of the faculties of Law of Brazil, being the absence of adequate pedagogical training of the teachers one of the main causes. Thus, the way in which teacher training occurs is one of the possible trigger factors of the traditionalist structure of the class in Law courses - in which the teacher is the figure who holds the knowledge and the student presents itself only as a repository of information . The present study deals with the influence in the classroom of the pedagogical training of higher education teachers, provided by the institutions themselves, in view of the need to hold them accountable for the training of their teachers in order to reformulate the structure of the legal classroom. In this sense, it is intended to delineate the concept of the classroom and the traditionalist structure of the legal class, as well as to discuss the responsibility of the institutions towards the formation of their faculty, and finally to analyze the effective contribution of this training to the reformulation of Legal classroom. Thus, in order to overcome the traditionalist structure of the class, it is necessary for the teacher to assume, before his students, the role of mediator of knowledge and to abandon the stigma of mere "transmitter" of information, which is outdated in the Current context of higher education. In this sense, it is investigated, based on interviews with teachers of an institution of Law of Vitória, ES, the contribution of the pedagogical training of the teachers, offered by the institution, for the reformulation of the legal class. As main conclusions, we highlight the significant use of pedagogical practices by teachers interviewed and the contribution of this training to the construction of a new classroom model.