Docência Universitária: a formação continuada do bacharel em Direito que leciona nos cursos de Direito

• Autor(a) principal: Manzan, Fabiana Pádua de Urzedo
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/36024; http://doi.org/10.14393/ufu.te.2022.5330
• topic: Direito; Law; Formação Continuada; Continuing Education; Docência Universitária; University Teaching; CNPQ::CIENCIAS HUMANAS; CNPQ::CIENCIAS HUMANAS::EDUCACAO; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO PERMANENTE; Educação; Docentes em formação; Direito - Estudo e ensino; Formação continuada; Professores - Formação

This thesis deals with the continuing education of law professors in Brazilian universities. The general objective of the study was to describe and carry out a diagnosis of how the continuing education of the Bachelor of Law who teaches in Law courses at Brazilian Higher Education Institutions took place, from 2010 to 2020, in order to understand which aspects were emphasized and which were neglected in the formative processes. The specific objectives were: to present relevant aspects of teaching in higher education; to describe particularities of university teaching, especially within the scope of the Law course; explain issues related to the continuing education of university professors; and, to analyze how the researches took place: Articles from Magazines, Theses and Dissertations on the continuing education of law graduates who teach in Law courses, from 2010 to 2020. The study is linked to the research line "Educational Knowledge and Practices”, specifically on the subject of Higher Teaching and Teacher Training of the PPGED at UFU. The main approach of the research was the qualitative methodology, which prioritizes the initial concern with the processes, the people's report, the worldviews, the inductive questions and even the hypotheses and theories raised. Through this perspective, Meta-analysis was used as a methodological option, where the search for Journal Articles took place in three databases: Portal de Periódicos da Capes, Scielo and Google Scholar, and Theses and Dissertations in two databases: Catalog of Theses and Dissertations from Capes and Brazilian Digital Library of Theses and Dissertations (BDTD) between 2010 and 2020. The keywords used in the search were: Continuing Education in Higher Education; Professor/Lecturer of Law; Legal Education and Continuing Education; and Continuing Education of the Law Professor. For data analysis, a search for the following categories was carried out in the selected works: Teacher Identity; Teaching Knowledge; Professorship; Interpersonal Relations; Needs assessment; Public policy; and Qualification Incentive. Titles, abstracts, theoretical chapters, results and final considerations of theses and dissertations, as well as journal articles, were read. The results found in this research were based on the following aspects regarding the continuing education of law professors: Teaching Knowledge, as well as Teaching Identity and Interpersonal Relations were the three categories highlighted in the training of Law professionals who teach in Higher Education . Still under this approach, less consideration was given to issues related to Professorship, the Survey of Needs, as well as the Incentive to Qualification and Public Policies; demonstrating that more research and training actions are needed for these themes.