O ensino do direito como prática transformadora

• Autor(a) principal: Pugliesi, Márcio
• Data de Publicação: 2011
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/9629
• topic: Subjetividade; Ensino jurídico no Brasil; Cultura; Transdisciplinaridade; Subjectivity; Education; Juridical teaching in Brazil; Culture; Curriculum; Transdisciplinarity; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

It presents a proposal for training of law professors that includes the ability to teach and also create and build concepts by solving real conflicts of society, and thus to think the role of professional law, in their various responsibilities of lawyer, public defender, the prosecutor, the judge, minister of higher courts, as a teacher and in all these functions instead of simply laboring to maintain the system, achieving a critical understanding of their activities and (as main actor of the circulation of power) their ability to produce social transformation that engages a new state of things more equitable. Traditionally the training of bachelor of law was thought to directly fill the tables and functions of state education in the words of oligarchic Gadotti like (although the creation of Business Administration courses in the Vargas era and its regulation in 1965) the general requirements procurement of major state careers glimpse ... In fact, a simple inspection of most of the notices shows that the general expectation of public office can be viewed as a comprehensive training in various branches of law (in particular: Constitutional, Administrative, Economic, Criminal, Tax and procedural civil and criminal) virtually excluding the management sectors of higher education graduates in the technical line. There is, then, that the management of public power is - necessarily - by graduates from the law school managers who end up being the core of systemic power (ideological apparatuses of the State of Althusser). The most immediate conclusion would be to assume the courses of law as centers of production of manpower and as able to maintain homeostasis of the social system. This, however, may be quite different if the teacher is educated in different ways (in the Brunner s sense). It takes an effort - on the edge of the system (in the production of teachers, doctors, and full professors) in order to introduce a new vision and approach to legal issues and government. This is the proposal presented here: the production, via the curriculum, a true consciousness: the legal professions as levers of social transformation