NOTES ON THE NORMATIVE FRAMEWORKS OF LAW EDUCATION IN BRAZIL AND ITS RELATION TO THE MARKET ECONOMY: FROM THE BRAZILIAN EMPIRE TO 21ST CENTURY

• Autor(a) principal: Coppi Leonetti, Eliza Adir
• Data de Publicação: 2022
• Outros Autores: Karl , Júlia Scholz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linguagens, Educação e Sociedade (Online)
• Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2900
• topic: Marcos normativos. Ensino do Direito no Brasil. Universalização do acesso à educação. Economia de mercado.; Normative frameworks; Legal sciences in Brazil; Universalization of access to education; Market economy.

Legal courses were created in Brazil in 1827 and, since then, the rules governing the teaching of Law have changed in order to better adapt it to the political, economic and social scenario. Access to higher education, especially Law, has not always been democratic, having initially been offered only to the elite. It was only with the 1988 Constitution that public policies for the universalization of access to education received prominence. Thus, the problem to which this research was dedicated was to understand what possible relationship exists between the teaching of law in Brazil, from the understanding of its normative frameworks from the Empire to the 21st century, and the market economy. The general objective was to relate the teaching of law with the market economy. For the development of the research three specific objectives were established: to identify the main normative alterations that had an impact on legal education in Brazil; to establish a critical analysis of the legislative changes and their impacts on the teaching of Law; and, finally, to reflect on the impacts of the regulation of the Law course on the market economy. The hypothesis suggested is that the market economy can influence the teaching of Law with regard to professional direction, the offer of courses and the expansion of access to education. The methodology used for the development of the research was the inductive method, and for the development of each stage, the historical and monographic methods were chosen.